I would think dd5 is in about the same place. We are just finishing up Abeka K, and I plan to continue on w/Abeka 1 and complete it (we still have more phonograms to cover). I also plan to buy the Sonlight 2 readers that are "books" instead of readers. I think this will help the transition. We also just purchased AAS, which I think appears to be where we will transition completely for phonics after Abeka 1. (depending on how it goes!) :) Interested to see what others say! :bigear:

no, I don't think so! ;) There are some that love Saxon, some that love Singapore. If Saxon works for your kids, then going back to it makes sense. I have heard Singapore is great as well, so you could try it and see how you like it . . . or just go to what you know (Saxon) and be assured that Saxon is a great program that will NOT damage your kids in the math arena. :tongue_smilie:

in that case, I think we could cram 100+ into the house :tongue_smilie: stairs count as tiered seating, right? j/k ;)

Sent an email! Glad to host in SW Florida :) It's a great vacation spot ;)

:lurk5:

We are using Elemental Science next year, which to me is basically science the WTM way, only laid out with ready to use notebooks instead of making your own. To me it seems the best of both worlds. Super simple, yet planned out.

Just a thought, but I had very few "textbooks" in college. We used mainly living books as well . . . :)

this was more helpful than you know! We made a decision to keep ds home next year instead of our church pre-k and I have been stressing about the decision. I had not thought about the help he could be with distracting younger dd! thanks! :)

It has been awhile, but I think ;) I can try to explain it. Subject: interior Verb: is choked "is" is not a linking verb here, it is actually a passive voice transitive verb. choked would be an adjective if it were "the choked interior".

I have been wondering this as well. We have K, and would definitely have needed the TM to explain the program, we have relied heavily on it this year. I was wondering if I would need the first grade TM, is the consensus no? Just the same tricks/games as K? or is there additional info relevant to the first grade wb/curr?

This is my issue with Saxon. Teaching the tricks without the why. 15 lessons from the end of first grade and my dd can do all the addition facts on paper (where she can "see" which trick is needed) but only about half the facts can be done mentally. . . :( slightly ot, but . . . I hear ya! :001_huh:

:lol: I'm in, but can one of my cards say "leave the baby alone"? :glare:

are these the changes the original author of Saxon was just talking about on his blog? I am sorry I don't have more info, but maybe someone has a link? I remember reading that the original author was not happy with the changes and encouraged people to continue using the old versions . . . .

this may seem overly simple, but when dd was learning to blend I told her to keep saying the first sound until she added the second (and I would run my finger under the letters). so for CAT cccccccccaaaaaattttttttttt. Sometimes I could see her little brain working and sometimes it takes a little while so letting the mouth say that first sound while the brain works on the next helps.

I think it depends on what you want in a second language. The parts of the brain that are used in foreign language development close in stages. The first synapse closes at age 2, then age 5, etc. (I would have to look up the others) The earlier a language is learned, the more likely they are to be more proficient in that language. Also, early introduction to foreign language has been proven to further brain development in children. For us, learning a living foreign language starts at birth, we will study latin, but probably around 3-4th grade. Since latin is not a living language, there is not as big a need to be "proficient", it is more about memorizing/grammar/roots/vocabulary. IMHO the learning of latin has a much different purpose than learning a living foreign language. Both important, just different.

what great suggestions! I feel like I need to step it up in this dept.! No blogging, but this is what we are currently working on/completed this year: Old and New Testament books A-Z verses (currently on "O") Psalm 100 Psalm 23 (currently on vs 3) Catechism (Big Truths for Little Kids) various hymns it seemed like enough until I read these lists! :lol: anyone have any suggestions on great Bible verses/passages to music? We are currently using WeeSing, but I know there are more out there, and my kids will learn anything set to music!

good to know, thanks! I have this inability to voluntarily quit so . . . ;) I think I will double and triple as long as she is ok with it and then start 1st as soon as we finish. I plan to start it in may or so when we finish K and just use it lightly through the summer. Thanks for all the input!

I would think here you would hear it most in reference to curriculum planning for next year. For example, my dd is in K but in a first grade planning thread, I might be seeking help for my "rising first grader."

We are trudging through Abeka phonics K, I was so fearful in the beginning of missing something that I didn't want to skip anything or double lessons, I feel like we wasted alot of time. She knew all of the sounds and how to blend cvc words when we started. Yet, I did every lesson in the beginning. Fast forward, we still have about 30 lessons to do to complete K, (I think we are on lesson 121 for tom) but looking to the end of the book, I don't see anything new (maybe 1 or 2 special sounds she doesn't already know). I was planning to go ahead and get Abeka 1 and keep going. She is reading well (the sounds she has been taught) but is ready to move on, I think. I think moving so slowly is holding her back. Should I scrap the TM, teach the sounds and move on. Or is it worth doing each lesson individually? 2 weeks ago we had a family emergency and missed almost a week. Since we got back I have been doubling or even tripling lessons and she is doing fine. Should I go back to one a day or keep going? If you used Abeka phonics for K, did you feel your dc was reading well at the end? I look to the last reader and I know she is able to read it now. I know we are working on fluency, and I totally understand the importance of it, and she does need to work on that. However, she read without sounding out the words aloud, reads clearly and relatively quickly (still carries the more robotic tone that I know will go away with practice, not terrible though). I know we are not supposed to compare our dc, but I keep hearing about how other Kers are reading chapter books and such (those taught phonics as well), and I know dd is capable, she just has to be taught the sounds. Just wondering if I am holding her back, or taking it slow as phonics should be. Sorry for the rambling! thoughts? guidance? thanks! :bigear:

if she is reading pre-reading/level 1 books, my assumption is she is learning to read via total language and not phonics. That is something to consider. Will you continue on this path, or will you back it up and teach phonics? I would venture to say the majority here teach phonics, (a la WTM and other sources). If you will begin phonics, I would use a program like OPGTR or other phonics program . . .

For us, Language arts is the most important part of our homeschool (after the Bible) so I want to be sure it is well covered. How well is your child reading? if she is still learning to read (only reading beginning readers) I would want a complete phonics program. For first grade we are planning: Abeka phonics, (ETC supplements) FLL 1, WWE 1, and AAS 1. For us, LA makes up the bulk of school at this point, so while not everything is done every day, phonics is. Just my thoughts! :)

I just paid $26 in library fines. My new rule is if a book can be bought for under $5 (the max book fine if turned in) I now buy it! I despise the library. :glare:

I think there is a big differencing in coercing humanitarianism and suggesting a sacrificial act as an option. Whether they use it or not, I would think it would be a wonderful opportunity to discuss self sacrifice, and ultimately the final choice hers. In no way should it be a guilt ridden.

what about talking to her about locks if love? I recently did this and sent in 10" of my hair. Locks of love uses the hair to make wigs for cancer patients. Maybe if she "chose" to cut it for a purpose, she might want to do it?

Here is our tentative plan: Phonics: Abeka 1 and readers Math: Math Mammoth 1b or 2a (depending where we end up) Grammar: First Language Lessons Writing: WWE 1 Spelling: AAS 1 Handwriting: Handwriting without tears 1 History: SOTW 1 + AG with SL, TOG, and VP lit selections Bible: Bible Study Guide for all Ages Science: Elemental Science Biology and Lyrical Life Science plus: Spanish, piano, and gymnastics