The trick is to take dc's education seriously, but not so much the curricula. I NEVER read the K12 LA stories more than once with dd. SHe got it, we moved on. I'd read different books on the other days of just mark off all 3-5 lessons in one day. The OBJECTIVE is to read and discuss the story. Teach to that and you'll be fine. Same with music, btw. I LOVED the K12 music, but then I didn't take it too seriously. I liked that they taught the solfege scale. We didn't do the stomp and clap every time, but I loved how much it made dd roll her eyes, yet she had to join in since her sibs had so much fun. To OP -- it's kindie. Focus on reading, math second, and appeasing the VA 3rd. Worst case they kick you out of the VA. My intent was to use a K12 VA for K-2 then go full homeschool. Moving to AZ just moved my timetable up. You can learn a lot by using this year and the provided curriculum to find your teaching style and dc's learning style. Don't be afraid to play a little loose with the curriculum -- as long as you teach to the objectives you'll be fine. Content providers like K12 as well as the companies administering the VA are PRIVATE FOR-PROFIT companies. The extra hoops aren't because of state pr fed government requirements. As far as I know, AZVA met the APY so they are not in any sort of PI issue. They just want better numbers to attract more students to make more money. THere are tons of charter schools and Vas in AZ. So, imo it's corporate greed rather than big brother at fault (at least in THIS case). :p [ETA: Wow. Need to go update my signature! :lol:]

You can also mix and match topics -- if your goal is 2 pages a day, how about do 1 page of arithmetic and 1 page of geometry? I found it really helped to do different TYPES of math in the same day rather than do too much of one kind. I also agree that when they get it, move on. Math facts and procedures need constant review, but imo it's better to do 1/2 have of long division until they "get it" and then do 1 problem a day for the next month (to demonstrate retention) than trying to force retention with oodles of problems. If they start struggling, up the review. (So, math might start with 1min of drill for math facts, and then 3 review problems for procedures, then move on).

I find it interesting that math is the ONE subject where a formal math curriculum is seen as a necessity. I thought that way too, until this year. Elementary math from K-2 is intro to concepts and imp a curric is useful to make sure you don't miss any topics or need help introducing ideas. New ideas should also be explored from different angles. Elementary math from 2-5th grade is repetitive. In fact, conceptually it is the same. thing. over. and. over. The only difference I can see between 2nd grade math and 5th is the number of digits. *Some* kids, maybe even most, need to see the concepts regurgitated repeatedly, but *some* kids (generally abstract thinkers) find this approach painfully boring. Math is more than just arithmetic with a little geometry/probability thrown in around springtime when the natives are getting restless. My 8yo has completed 1-4th grade curricula, took one look at the 5th grade text and rolled her eyes. She leafed thru it and said, "What, again?" That's when I realized that the repetition was killing her love of math. First I evaluated where she was: math facts down? yep. Able to do all 4 operations for any number of digits, including decimals? yep. Understands fractions and can do all 4 operations with them? yep. Negative numbers? yep. So then, what would be the point of doing yet another curric? I didn't want to put her in algebra, but I wanted her to explore math. Soooo, yeah, I'm one of those rebels who went curriculum less. We're starting to use AOPS's preAlgebra 1-2 days a week, but every day is math riddles and math olympiad problems and math games, with a few review problems to make sure she keeps up on her basic skills. I work math into her science, so she can see fractions and negative numbers in useful ways. I show her a math trick (one of those get a number back if you do this and that) and she spends her time trying to figure out why it works. I guess my point is that yes, you can do "real" math without using a formal curriculum. Just like every other formal curriculum, math curricula are designed to bludgeon kids until any child will "get it" which imo means it is ripe for adaptation for our individual kids. I do refer to scopes and sequences of existing curric as touchstones and will use them as units here and there. eventually we'll move to using AOPS full time, but I hope I still leave a day free for math play. So far, my child has amazed me with her insights and her enthusiasm is contagious.

Generally with K12 Vas -- focus on teaching the objectives and don't try to cover ALL the materials or worry about time. Just focus on the assessments and objectives...and try to have fun. My exp with AZVA is the VA put so much extra junk on the parents...I felt like they didn't trust the parent or the K12 curriculum. My girls were in the gifted program but the admin treated me like I was a juvenile delinquent and the teachers acted like cheerleaders. They even have an honor roll for parents...what am I 12? :tongue_smilie: After a few months I decided I was better off just homeschooling. AZ is a ridiculously easy state to homeschool in and there are tons of charter and virtual schools. You can withdraw from AZVA at any time. You have to return supplies and texts, but you do get to keep the student/teacher pages and workbooks which with the book lists would be plenty to get you through the first almost year or homeschooling. Just another option.

History is like parenting: you have to differentiate between a bad behavior and a bad person. I try to get three things across to my kids from the get-go: 1) we look at history from a contemporary perspective and attitude of right/wrong, but the people of all times are usually just doing the best they can. 2) the victor writes the history 3) good people don't always do good things and "bad" people don't always do bad things. Over-simplifying here, but a lot of the "bad behavior" of US history stems from the belief of the new americans that people not like them (natives, slaves) were not human and did not deserve the same considerations. If you start with the (then popular) opinion that indians are not much better than dogs and they start fighting you it makes sense to wipe them out (again oversimplifying). A lot of times the people making the decisions didn't have the luxury to do things differently. History throughout time was filled with the strong overpowering the weak, taking what they wanted, and either killing or enslaving the vanquished. I think it is OK to say that by today's standards the actions were "wrong" or unfair. Ultimately I'd rather have kids walk away with that than to think we are strong and therefore right. At the same time, I think you can put things in perspective of the time and appreciate the intent was often good. Another lesson that sometimes people with the best intentions do the more horrific things. I think history if often whitewashed to avoid these incongruities. The current conflict in the middle east is a direct result of an honest attempt to draw good boundaries and encourage stability after WWII. Consequences are not always easy to predict, and history (like life) is messy.

heehee. I edited my post to change my reference to " pundits and self-appointed spokespeople for conservative christians" which is what I meant (rather than people of a certain religious or political view). Thanks of helping me clarify that. Demagogues on both sides of the spectrum like to spin phrases like this that dismiss the work and opinions of people of other beliefs without having to address the actual arguments. Ever since Carl Rove, the right wing has just been a lot better at it. :lol: I was so put off after the lawsuit, the only time I watch Fox "news" any more is when it's shown on the Daily Show. :D (IMO only decent news on tv is from outlets like the BBC. THe US broadcasters gave up on serious news a long time ago.)

When you hear terms like this I think you need to first consider who is using them -- that will usually give you their meaning. "Liberal bias" is a condemning phrase used generally by pundits and self-appointed spokespeople for conservative christians (fundamentalists) in the far right wing of politics. Most often you hear the folks on FOX news (who won a libel suit by arguing they are entertainment, not news, and not responsible for what they say). So, generally, "liberal bias" refers to anyone who doesn't promote the right wing perspective, including things like validity of "manifest destiny" and general moral superiority of the US, etc. Any single book is going to have some editorial bias, as history is part fact and part perception. I would look at the book itself or try to find reviews from respected historians. I would be concerned about errors or simplifications, not the label. I'd also be more concerned about errors in US history than references to roman history that implies something erroneous about the greeks in the preface. :D My 2cents.

Has anyone used BSFU2? @Angela: I know BSFU1 has a high attrition rate. Did you stop using it, if so when and why? Looking at the samples, I really like how activity intensive RSO is. I'm a scientist so I'm good with the concepts, but need a poke to keep from getting lazy and letting my kids "read" science. Science should be experienced. Looks like RSO would keep me honest. :D My kids read a lot of nonfiction based on their interests as well. Anyone done 2 RSOs at a time? I like the idea of exploring different disciplines at the same time (ala strands of BSFU), and my kiddos love science, so I'm thinking of doing RSO chem one day a week (or 2 days every other week) and RSO Life the other, with a 3rd day each week for other science topics, using Ancient Science and the like when it fits with history and BSFU when it doesn't. So realistically, it would probably take 2 years to get through both RSOs, we'd just be doing them at the same time. Opinions? In 2 years we'll probably start using Story of Scinece for history and science.

Anyone exp with both, or just with using BFSU Vol 2? In particular, are the activity/labs in BFSU2 "enough"? How about using them together? BSFU2 seems to gloss over the phyla much more quickly than RSO, so maybe intro them with BFSU2? With RSO, do people use more than one subject on a level at a time? I was thinking of using Biology and Chemistry 1. I do plenty of earth/physical science stuff tied into ancient history and history of early science. I like the holistic style of BFSU, but also want more depth/meat before following rabbit trails. My kids would love to do science every day if I'd let them. :p THey read a lot, but I want to do more hands on and may need a bit of "curriculum" to keep me honest. :lol:

I use the optional comma -- it's a STYLE thing more than a correct thing. When I write journal papers for work I always omit it else the copy editors will delete it for me. In journals you won't see it since it takes an extra space. Each journal has it's own style sheet...you must comply. :p

Just be aware that the reprinted versions are different than the original. Currently I think there are 3 versions. The originals (from the 30s-50s) use some outdated words (for things like flashlights) and some racial insensitivity. There was a update in the 60s-70s (tho some say they replaced one set of problems with another, mainly social/gender type) and the last I think in the 80s-90s. New modern books are being written now. Each group has their plusses and minuses, but you might want to research that a bit when picking them up for your child. Point is Nancy Drew isn't constant. :D http://en.wikipedia.org/wiki/Nancy_Drew

Yea! Looks like Saxon math is now beating out 100EZ lessons (which I love, and works great for us, but it's obviously not for everyone) for most hated curric! :lol: The only thing that I've ever really hated was K12's Math+. "Friendly numbers" (huh?) and a pacing in K-1 that makes no sense.

Good point on the writing -- I didn't want dd bored in math while her reading/writing caught up, so I just skipped things about writing the number names like "thirteen". You might also refer to the MM materials and do it more orally or with manipulatives. That probably depends on how comfortable you are with math. Why the switch from MEP to MM? I do think MM is a bit harder to use early than some other 1st grade curricula since it isn't as visually stunning or playful as some.

1. I think most K'rs are ready for 1st grade math. The MM site talks about what skills a child should have before starting 1st (numbers, order, and idea of addition, mainly). My eldest placed with K12 in 2nd grade math before we started K (I opted to start her in 1st; she completed both 1st and 2nd grade math her K year; she was still 5yo at the end of the school year since she has a summer b'day). I think it just depends on how a kid's brain is wired -- math is easy and fun for some, esp if they think more abstractly (understand quickly that 2+3 = 3+2, for example). Just take your cue from dc. 2. I use the abacus for some demos, but it's mainly a toy here. I think connecting cubes or dublo/legos are just as good for showing making 10s and groups. You can get extensive samples from the MM website -- I'd do that and use them with your child. See how you both like it. My older one liked it, my second liked it but likes to go back in forth with a more visual bubble-gum graphics containing curriculum (I'm using Sadlier-Oxford of that). I think the main thing, esp for a child who may be advanced in math is to keep it fun and go for deeper rather than farther ahead. Math from 2-5 is very repetitive, so if you kid seems bored, plan to supplement with puzzles and things that keep it fun. My 8yo was getting burned out on arithmetic, so we changed direction. Good luck!

First, check your library. Our library had both SOTW and the AG so I was able to look them over and try them out a bit first. SOTW and the AG doesn't fit everyone (nothing does, right?). If they don't, try the bookstore and read through the first week or so of lessons. You can also check out the samples online. For us, I likes SOTW, but the AG just wasn't for us. CHOLLA is another option for an AG that uses SOTW (or other spines) that is free and similar. History Odyssey (which uses SOTW) also has the first 13 lessons or such avail for free to try. I guess what I'm trying to say is that no one can say for sure what you will like, but you have plenty of access to "try before you buy" and make sure it's a great fit. After all, who here needs one more set of curricula you won't use? :lol:

I'm no expert on this sort of thing, but as I recall, it was right around 7th to 8th grade they started asking us to "read between the lines". Some kids infer by 7yo, others are concrete thinkers until somewhere around the 12-13 yo mark. You may just be running into something for which her brain isn't quite ready. I don't think concrete thinkers don't enjoy reading as much, especially fiction. Does she like nonfiction? If she can retell the story and answer questions with info that was spelled out, I'd just gently work with her discussing "imagine you were so-and-so, why do you think you'd want to do X?" and even simpler, "do you think the house in the story is fancy or simple?" Sometimes kids have an easier time approaching that from the writing side (ask questions not spelled out from their stories, so they have to imagine or make up new details).

[ETA: errr, misread the OP and thought you were looking for guess and test. 2 equations for 2 unknowns means algebra, so you solve on equation in terms of the other variable and substitute it into the other equation. SM might also be using some other visualization method. You can intuit that a change in 12 (one up 6 one down 6) causes a change in ratio as well).] <delete> DO encourage an EASY choice for Ainit -- since you will multiply by 8/3 and you can only have an integer 3 of clips, you know that Alfred has to start with a number of clips divisible by THREE. You also KNOW that initially Alfred has more than 6 clips (since he gave 6) and he has to be left with at least one (else the final ratio will have a division by zero), so the smallest initial guess for Ainint should be 9 (first multiple of 3 greater than 6). hths!

Depends on which language you are programming in! :lol: Some store (2,3) others (3,2). Bane of my existence.... THe order is customary in a setting, not MATH itself.

The "2 groups of 3" versus "3 groups of 2" is an artifice to TEACH math, but has nothing to DO with math. Math is a concise language and one expression, like 2x3 can mean many things. How would you figure the cost of 2 pounds of apples that where $3 per pound or 3lbs at $2 each (mmmm, honey crisps)? Is 2x3 the momentum of a 2 lb rock going 3 ft/s or a 3lb rock going 2 ft/s ? Ask dh as a scientist, if he saw the numbers and result if he'd be confident to *assume* which was which. Sure, the equation is normally I=m*v, but maybe the engineer figured out the v first. LOL Unless units were shown, you wouldn't assume. If you look in the arithmetic section of Capt 1 of AoPS pre algebra, they would say they are the same thing since a figure made of 2 rows by 3 columns can be rotated to be the same as a figure of 3 rows of 2 columns. Yea, that is used to introduce commutative property, but who says you multiply rows by columns, not columns by rows?

Can the older 2 help with the younger ones? Can't they sit and listen to the 7yo read and/or read to and do crafts with the K'r? I would enlist their help. I only have 3 (8, 6, 2.5) and the older 2 love to read to the toddler while I work with the other one, I consider it good read aloud practice. I also have the 8 and 6yo work together on some things when the youngest needs me.

HOw far behind is he in math? Sooo many kids are red-shirted (don't start K until 6yo), he's probably more typically a 2nd grader. If you think he's likely to go back into ps or into sports, I'd use 2nd grade. Boys usually do better being the older in their class than being the youngest. If he's not *that* behind in math, how would he respond to a challenge? Tell him if he can get caught up in math this year, you'll move him up. If he's close, you can do it now (make him happy by placing him in 3rd) with the condition he works hard at his math this year (and or thru the summer). Or tell him he was never a 2nd grader, so he is now, but if he's ready for 4th grade in all subjects next year, you'll consider skipping him to 4th. I guess it comes down to whether you think he can get up in math or whether he would struggle too much. I really think you could go either way. Usually, I'd go by the levels completed and/or lowest subject, unless I could use it to motivate dc. Level of work isn't too relevant, unless he was working at high 3rd grade/4th grade level, then maybe 3rd. I'd rather my kid be an accelling 2nd grader than a struggling 3rd grader, kwim? My 8yo is 3rd grade even tho she's started preAlgebra (usually 6th grade, but we'll do it for 2 years) and 5th grade LA. Since she's uniformly "ahead" I could skip her, but I don't see the point. I just use materials at her level and feel like it preserves the ability to dawdle if/when she hits something that is hard for her. It also means she'll be eligible longer for any state programs that might be available for CC classes or the like. So in our case my 8yo is in a "grade" much lower than her level, and we're both cool with that. She's a perfectionist and is happy to be "ahead" of her age mates, but I don't know how she'd deal with being "behind". Soooo...idk. :lol: No answers, just some things to consider and see how YOU feel. Good luck!

I'm using the Math Olympiad questions with my dd, but those are more challenging than you may want. I think it helps to explain that math is a condensing language. Symbolic math was created relatively recently and aides in brevity (I gave the example of writing out a simple problems in words and in symbolic math to drive that home). Also, 3+2 = 5 whether the problem is cats or balls or carrots. When dd used to get flustered in word problems, I had her repose the same question in terms of carrots and bunnies (whatever interests the child as play). When she could see it in those terms, she felt confident and realized the problems are really all the same. That may be why your dc is good with symbolic math but is struggling to bridge the word problem to the symbols. Help her find a fun bridge. Two years later and dd and I still smile about "bunny math". :) Also, do you use manipulatives? Some kids do better if they can SEE the problem. Keep a tub of legos or blocks around. Good luck!

Thanks! I hadn't considered googling most common MISspelled words! I think that's a great way to beef up the common word lists.

Hmmm, I think I'm beginning to see a problem (and reason for buying curricula): the 1,000th most common word is "view". Even going out to 6,000 you aren't seeing many juicy vocab words ("apple" isn't in the top 2500). What's the deal?

Maybe a stupid question, but are there somewhere lists of the most common words used? I don't want/need a formal spelling/vocab curriculum, but I would love to have some sort of word lists. Such a thing MUST be out there somewhere, right? Free would be even better! :lol: I would like to use words relevant to our studies for spelling/vocab, then I can "mark them off". I'm not as worried about "level". I just need a list a little more concentrated than the dictionary. :tongue_smilie: Ideas? Suggestions? Anyone built a spelling/vocab program in this manner with some wisdom to share? I'm trying to make the words studied relevant to what we are doing in other studies (history, science, lit). TIA!