Two of my three are lefties. Only one is of the age to be writing. She began "fourth grade" today. Teaching her wasn't an issue, I was just careful to choose a workbook that didn't require a right slant. We chose Handwriting Without Tears (for her AND my rightie) and love it.

We love morning time - If we miss it, our day doesn't run as smoothly. Somehow we're not as connected, I suppose. What we do is memory work (gentle, no pressure, but we do lots of memory palaces -inspired by surprising little books like this -so that makes it fun), read a fun story and review a poem. All over breakfast and coffee. Included in our memory work is usually skip counting or multiplication tables, composers/eras, poetry, silly limericks. A typical morning was this morning- we read two stories of Potato Face Blind Man, memorized "Fog" (an opportunity to discuss personification) and read a short story about Carl Sandberg from this book. Then we proceeded to look on a map for where he was born and died, took a detour around the great lakes, discussed how Gary Indiana was considered the most polluted city in the US, etc. All in all, the best part of the day for the whole family. Almost like 5 in a Row, but so natural and easy; there was a theme, but no supplies and no real agenda aside from enjoying one another and something interesting together.

That sounds like a pretty good plan. I began FLL with my DD when she was about 5.5 YO also - we went slowly even though it was easy for her to grasp. We started WWE a bit later. She didn't have the desire to physically write, so we just did verbal exercises in the WWE style, but with whatever read aloud we were working through. When we DID start the writing portion of WWE I also found the lines uncomfortable, so we just used paper from Handwriting Without Tears (or sometimes I used their free worksheets). I don't know if that helped much, but it sounds like you're on the right track.

We're both pianists. He's a music prof and I run a private studio.

I've been recommending this all over the place today because I'm simply loving it. :001_tt1: My kids know ALL of these composers after one read through.

For composer study this year we'll start with this http://www.amazon.com/gp/aw/d/B00M3PB41O/ref=redir_mdp_mobile Then hope book 2 comes out soon after. :) We'll follow that with The Story of Classical Music CDs. For artists we'll do picture study by posting one fine print somewhere obvious (refrigerator). Out library has a Great Courses DVD set about the louvre that we'll watch in preparation for a visit to Paris next summer.

For second this is what I have planned so far Math: TT 3 Grammar: FLL 2 and some of Searle's Primary Language Lessons Writing: WWE 2 Spelling: AAS History: SOTW 1 Literature via Adam Andrews Science: Interest led and some Real Science Odyssey Chemistry Music: Piano and Classical Composers (http://www.amazon.com/gp/aw/d/B00M3PB41O/ref=redir_mdp_mobile) Physical: Soccer and Capoeira classes

We love The Story of Classical Music (http://www.amazon.com/The-Story-of-Classical-Music/dp/B004QY1DSY/ref=sr_1_13?s=digital-text&ie=UTF8&qid=1406304575&sr=1-13&keywords=the+story+of+classical+music) as a follow up because the memory palace gives the stories places to stick. My husband and I are both musicians so we have a lot of recordings on hand. However, I'll often just turn to YouTube if I don't feel like digging through CDs. I have them listen to works mentioned and follow little rabbit trails as they wish.

I realize that this is an old thread, but this little book is a fun way to learn how to use a memory palace. The added benefit is that while learning about how that technique works, they learn about Classical composers as well. http://www.amazon.com/Classical-Composers-Musical-masters-Palaces-ebook/dp/B00M3PB41O/ref=sr_1_1?s=digital-text&ie=UTF8&qid=1406303946&sr=1-1&keywords=desiree+bradford+scarambone HTH

After months of searching and stewing about the "right thing" to do, this is the plan that developed. Fall Morning time with DS (2nd grade) for memory work on lists (building and reviewing memory palaces - I've been inspired!), poetry and read alouds to begin the day together and centered. Math: TT 4 and finish BA 3 C, D Grammar: Grammar Town and Practice Town Writing: IEW SWI B, supplemented by their Ancient History based writing books and Kilgallon Sentence Building for Elementary (learning to use the Who/Which phrase elegantly) Spelling: AAS History: SOTW 1 Lit Study Andrew Adams DVDs (for me) and various books as they seem appropriate and appealing (beginning with Alice in Wonderland) Vocabulary: CE 2 Music: Piano, Theory Time and Classical Composers (I'm excited about this one!) - this is the first book of a series, since my kids will LOVE this, I hope part 2 is out by spring. Followed by Venezia books, etc. Physical activities: Capoeira class and daily practice Portuguese with Dad and duolingo For spring, we just move forward to TT 5 and further into the MCT books

This is a fun resource for learning about classical composers and their eras. ONE reading of this short book and my kids know the composers, where they were from, famous works and their musical periods. :hurray: And as a side benefit, they learn how to make and use memory palaces to internalize information. . http://www.amazon.com/Classical-Composers-Musical-masters-Palaces-ebook/dp/B00M3PB41O/ref=sr_1_1?s=digital-text&ie=UTF8&qid=1406295451&sr=1-1&keywords=desiree+bradford+scarambone

Piano Adventures moves fairly quickly, and the older beginners book moves very fast. For a student younger than 12 or 13 I would think the older beginners book would be overwhelming. A new series called "Succeeding at the Piano" was published a few years ago. I used that (Lesson and Theory books) with a student recently and really liked it. The pedagogy is solid and there are fewer extra books necessary to fill it out (Faber has Lesson, Theory, Technique, tons of performance books...). It also includes information about classical composers and more classical melodies as a basis for practice pieces. HTH

As a professional piano teacher I'm excited to have an opportunity to help, yet am hesitant to jump in. :001_smile: Let me preface this by saying that I have never taught out of the Schuam books, nor have I analyzed them thoroughly, so I can't recommend supplements that will be perfectly correlated. But I can do my best to answer your original questions. In my most recent personal experience, a student can be led through a primer in a matter of weeks (I aim for about a chapter a week), but this, of course, can be dependent on many things. You asked for average benchmarks, so I'll try to outline a few basic goals - these will vary by method used and the order in which they introduce new concepts and the age of the student. I'll answer according to what should be expected with careful practice of about 40 minutes a day 5/6 days a week beginning around age 8. 1. familiarity with the grand staff from bass C to treble C within 6 months. 2. complete familiarity with the grand staff (from low bass clef F to high treble G) by the end of the first year. 3. Technical proficiency - 5 finger scales (understanding how they're built is theory) clean and quick hands together by the end of the first year. 4. Hanon exercises (usually the first exercise - the first 1-5 for the most precocious) after about a year and a half. 5. Full scales, ascending and descending at about 2 years of dedicated study At this point they're usually ready to begin some of the easier classics - early sonatinas, Kabalevsky pieces (what is considered level 2 out of 10 levels). Here are some suggestions that I hope may be helpful: If your 8 YO is having trouble solidifying reading notes, reviewing relevant flashcards together before practicing the day's assignment can be very helpful. If you practice with him you can ask leading questions such as "What note does your right hand play first? What note does your left hand play first?" Basically, aim for the nearest approximation of perfect execution the first time. This lessens the amount of practice needed to master a new piece. The best way to work toward this is by carefully observing the music before attempting to play it. Tapping the rhythm, naming the notes, etc. Also, based on the way the brain learns and the way the body learns, it's ideal to practice 2 times a day (the same routine each time) - once in the morning for the brain, once within 4 hours of bedtime for the body. If you would like to take an active role in helping him master note reading, you can visit susanparadis.com (this is a goldmine!) and find worksheets and games to use. Also check out thepluckypianista.blogspot.com and colorinmypiano.com . Best of luck to you!

I don't usually post, but felt I could share my recent experience with this problem. I also thought WWE2 was a bit of a leap from WWE1 (because of dictation). My DD (7) didn't have the spelling tools necessary at her command and fought back against any dictation. We're using Sequential Spelling this school year and I make 3 dictation sentences per day exclusively using spelling words. No frustration now. The problem may be the physical act of writing, or it may be that spelling out those difficult sentences is intimidating.

Piano and art class as well as three extra classes at co-op (great masters -art- a physical ed class and "circle time"). We tried out dance at the end of K beginning of 1st, but I wasn't happy with where it was "leading". We also attend a singing school every summer (where we camp out in a tent) and travel internationally. It seems like too much and too little at the same time. :001_huh: The basics are difficult enough to master at this age.

What I suspect the difference is: The first set of Piano flashcards will also include "key identifying" cards (identifying the specific key on the piano and giving it a name, i.e. CDEFGA) - other cards will be general beginning music notation. The piano uses two clefs, the guitar only one, so there will be an extra clef and an entire extra set of notes to identify in the piano flashcard set. For the guitar flashcards, though I don't think I have any on hand, I suspect they will include instrument specific chord identification (identifying the chord based on a picture of which strings are depressed and where), etc. There may also be more specific instrumental notation to learn. I'm a piano teacher who never quite had the pain tolerance to learn to play the guitar, so my assumptions about the guitar flashcards may be off, but you can ask your local music store. :)

I have a DS 5, and a DD 6. We're reading The Phantom Tollbooth at the moment too! Of course, my DD is getting quite a bit more from it than my DS, but he enjoys listening in. I've considered photo copying and enlarging the map at the beginning and giving him a car to drive along with us as we read. It may make things easier - as usual, I waited too long to think of it and it's probably too late now. That idea may have to wait for the re-reading a few seasons from now. :) We also read Trumpet of the Swan, Little House in the Big Woods, Charlotte's Web, Mr. Poppers Penguins and The Indian in the Cupboard earlier this year (DD was probably already 6 and DS still 4). Again, she got more from it, though he listened along (less intently, of course!). For my DS I try to read what peaks his interest and not worry about the lengthier books making it "through" to him yet. That pressure might discourage his love of listening, so I just let him fiddle as I read to DD and then keep his story times a bit simpler and shorter. He's loving FIAR. I hope my hurried babbling gives you some idea of how we're balancing the same issue. :) I hope you get a lot of great responses, because we could certainly use more ideas!

We've yet to make it to second grade, but I'm finding that for first grade I'm having a similar dilemma - I fear that we're not doing enough, but don't want to include extra busy work. Our very best days and weeks involve lots of extra reading (trips to the library, scavenging used book sources) and simply more conversation (I'm an introvert and it takes effort for me to be talking most of the day, so this is a biggie for me). Discovering the books together in the library or book stores makes them so much more interesting than if I pull them out and say "this is what you're going to learn today". I imagine this, along with the basics, is something we'll keep up for at least the next year.

We like the Math Adventure to the Moon, but I don't let them watch movies on school days, so we pop in a CD called "Moving to Math" by a guy named Jack Hartman. There are some really fun songs (skip counting included!) and movement activities.

Recitals at the local university (professional performers as well as students) Plays Children's Museums We tie in our outings to go with our FIAR books if possible (ie, Ping = visiting a park with ducks and observing them in their habitat one day this week, and on Saturday, we go hiking on trails near the nearest river). Bowling Skating Camping I hope this list grows, I'd love to get more ideas!

I was homeschooled K-9, went to a tiny PS for about a month as a freshman and begged to come home. I think my mom was feeling "done" with homeschooling, but she let me leave PS. I finished HS at home, mostly through self guided study. I'm not as social as your daughter, but my daughter seems to be. My oldest has said "I want to go to school!" and has been a little upset that we're homeschooling. I've put off telling her it's permanent. I've just said it's the right thing for us for right now. For her sake, I'm planning on joining a co-op next spring (this fall is super busy for us in many ways), and as others have suggested, it might help your daughter. That's the only compromise I can think of for the moment. The large amount of special time she'll have with you will probably make this much less painful than anticipated.

What a terrible situation. Along with other PPs, I don't understand why your friend's children can't be at home. Is there not an adult at home with them all day? I've only known one family that is this hands off as far as discipline goes. But in some ways their lifestyle is the opposite. They're not as highly educated, certainly far from wealthy, and there are 7 (or 8?) children in the home. The father subscribes to the belief that the raising, educating, feeding, clothing, etc. of the children is the responsibility of the mother. She's exhausted and hands off about disciplining conflict/social behavior, however, they are extremely strict in other respects. One of their sons once deliberately sprayed sunscreen in my four year old's eyes. When I confronted the father about it he shrugged and said "boys will be boys!". grrr... mommy tiger really wanted to scratch back, but that wouldn't have helped me prove my point. As one previous comment suggested, perhaps it's laziness with an excuse. To answer your specific question, no, I have not personally come across a written (or otherwise) philosophy this type subscribes to.

You have all been so helpful. I really appreciate your insights and suggestions. What's reassuring about this is that no matter the "place" teaching/learning can, and has been, successful for all of you, dining table or school room. :)

:) Thank you, Jen! I'm glad to know it's not just me who might struggle with both sides. Ideally, I want them to live a lifestyle where learning is just what you do. All the time. However, I when it comes to things like struggling through more difficult work (for a 6 YO, anyway) like handwriting and completing workbook assignments, a schedule of "school time" with no distractions might be helpful - however, if we don't "move" out of the house, she can learn to focus and work through the difficulties in any situation. :( I wish the answer was easy!

Hello, all! This is the first thread I've started, so I'll introduce myself quickly. I'm a second generation homeschooler, a work from home (professional private piano teacher) mother of 2 -soon to be 3. We will formally begin 1st grade this fall with my oldest DD. My son will be doing pre-K work- more or less. Homeschooling was something I wasn't sure I wanted to do until it was time to make the decision. When it came down to it, I realized that I want to know exactly what my children are exposed to, to be there to help them work through their problems (emotional and logical), and to see them through the major milestones of their development. As I taught my daughter to read, play the piano and work through her first math problems I fell even more in love with my children and how my relationship with them has developed. Simply put, I find it immensely satisfying. Of course, I still have my doubts, but for now, this is right for us. Now, finally, for my question: If you had the option of using a space separate from your house for "school" would you want to? Since this is our fist formal year, it's difficult for me to anticipate what would be best. We live in an older house with a small office. We've been using our office space as our "work room". It holds files, notebooks, computer and a digital practice piano. It's crowded but well loved and a bit difficult to keep organized (my fault). We tend to do our written schoolwork on our dining room table and reading on the sofa (normal, more or less I assume) - that part of the house stays neat and orderly. It has sufficient natural light, is spacious and comfortable, but, since I use that part of my house as an informal business, I try to keep the messier evidence of homeschooling in the office. We have an unoccupied garage apartment on our property. I've toyed with the idea of using it as our school space. It has a bedroom, a living room, kitchen and bathroom. If we wanted to, we could use this space and keep school in a separate "formal" environment (the home environment will, of course, stay enriched with books, art, music, creative toys, etc). The drawbacks are that it's a bit dark - only a few windows - and feels a bit cramped. We would have to repaint and add furniture and we would then add a heating/cooling bill to our roster. I'm sure there are many ways to see the situation, but I would like to have some feedback from those more experienced since I'm struggling with making a decision. Thanks in advance!