My kids were B+ students in school, and are B+ students in homeschool. But, they are actually learning the material in homeschool; whereas, in public school they somehow were managing a B+ average with grades ranging from A's to F's. Someone else mentioned her kids getting overlooked by public school, and that is *exactly* what we experienced. My kids weren't learning to their potential, but they weren't causing trouble for the teacher, so their problems weren't important enough to ever be addressed. Also, I really think my kids are learning how to think, because we have so many discussions about so many things. They aren't smarter than their peers at church (my only comparison group), but they are more mature. =) Rhonda

Same here. Though I don't think we've quite made the leap into "essays" just yet - maybe next year!

Aw, man!!!! (I would insert a rant here - but with no coffee in the house, and knowing I'd just need to delete it anyway, I will leave said rant to your imagination - LOL!) Yes, thank you, that info is *very* helpful. Think I'll bury my head in the sand for a week while I recover from this year before I truly dig in to next year's stuff ~ Rhonda

I had tried to combine it w/other writing programs after reading post after post about how it didn't have enough "practice". But, I really do apply the lessons across the curriculum. And, my ds really prefers that method because it's not "another subject" to do. I just posted about how I've used it to make it "stick". I'll try to link: http://www.welltrainedmind.com/forums/showthread.php?p=238833#poststop FWIW, my just-finished 7th grader didn't know what a *noun* WAS when I pulled him out of ps in 5th grade. I *highly* recommend R&S, but you do have to add in writing to your history and science (and lit) to have the practice. hth, Rhonda

So, I'm using Rod & Staff, and say it teaches different ways to develop a paragraph. So, I take that one lesson and think of as many ways to use it cross-curricularly as I can. (I can do this with my 4th grader, or my 7th grader - each one will have paragraph instruction at their level.) BUT...I don't just let R&S do the teaching. My kids have to see *me* in action. I model the whole process for them beginning with how to brainstorm ideas, how to organize, how to make a rough draft, etc. Then, I sit there and write for them while THEY brainstorm on a different topic, and I sit with them and guide their organizing. And, at first it was ALL me. The next time we use that lesson, say, in history, I model it AGAIN - and let them create the final copy. Each time we re-use that type of paragraph, I back off a little until they no longer need me. As each writing skill is addressed, we use that in all our narrations, etc. I don't usually have them make final copies of cross-curricular writing, though we do proof it and make changes to it. If alot of changes are needed, that's a sign that something didn't stick and I need to re-teach or re-insert myself into the pre-writing phase a bit more next time. I don't change things that haven't been addressed by R&S. For example, my 4th grader doesn't have to place a comma at the end of an initial adverb clause because we haven't covered adverb clauses, yet. (well...sometimes I will be a stickler and ask, "Didn't you pause there?) We do final copies on all writing assignments that are given in R&S (tho' we usually change the topic to reflect our science or history). Sometimes I will have them do a final copy of their book "reports" as well. My kids are just finished with 4th and 7th, both boys; and the 7th grader is *so far* ahead of where I feared we would be. My 4th grader still needs LOTS of work! We probably don't do enough writing, but I try to follow the guides in WTM. We don't do creative writing or journaling - I even let them skip the "write a story" lessons in R&S, tho' obviously we read them and talked about how they applied to stories we had just finished reading. But, they are both boys, and girls might not balk at that so much. Have you looked at the Wordsmith series? If I didn't just love R&S for grammar, I would use Wordsmith for writing. (SWB has a review under the FAQ sections/other curricula.) hth, Rhonda

We did ABeka 5th two years ago, and we did not do the complete writing portion, but I do not remember ANY outlining instruction in it at all.

We *LOVED* BJU Pre-Algebra. We'll be using Jacob's for Algebra next year.

Then dh called and was stranded at work alone w/no lunch. So, I decided to skip the last 3 Math and Grammar lessons, just read History in SOTW, and start summer early. We went to the library after lunch and the kids picked out books on different subjects. (I used Jessie's list in WTM to guide them.) I plan on doing the Summer Bridge books, and have reading after lunch each day. That's it til August. (Ugh, that doesn't sound so very far away!)

Probably what you are thinking of is that in the new WTM, her recommendation was changed from Abeka for grammar combined with Writing Strands for writing to Rod and Staff for both. It states on p.359: "If you choose Rod & Staff, the composition exercises provided will fulfill the middle-grade student's need for a writing program." Altho' it is also recommended in 9th and 10th grade for writing & grammar, there are rhetoric recommendations and other writing recs in addition to those books for high school. hth, Rhonda

But, you really have to be flexible with this program, especially if you want to do the labs when they occur in the reading (which we do). The labs take up more time than the reading (in general) - Or, at least definitely more of *my* time. Usually the lab will take up the normal "science" time - about 30-40 minutes or so/day; and then, if we choose to write it up, that will add extra time. But, even the reading assignments aren't "equal". Some days there is alot, with alot to take notes on; and some days it's just light reading with no notes really needed. The first module is the hardest. I would definitely plan to spend 3 weeks; and help dc drill all the scientists & achievements so that (s)he doesn't bomb the first test. (Or, you could just have them put the scientist/achievements in their timeline and then write a report about their favorite one rather than take the test - think I might do that with ds#2.) The Donna Young site is GREAT and has bookmarks with vocabulary and assignments. (And hints on when to pre-prepare your lab stuff.) hth, Rhonda

First, there is nothing wrong with "just reading" to catch up. SWB emphasizes this in WTM and on her CD. So, don't feel like you HAVE to do a notebook page on EVERYTHING. Second, I couldn't put forth the effort you are putting into your ds's notebook for any sustained amount of time. I would have a heart-to-heart with him and ask him what *he* would like to do. It's not that what you are doing is wrong. Just if it were me, I would at least want all that effort to be appreciated, because it seems that education can still take place without it. As a mom of "just the facts, please" kind of boys, I can tell you my boys will never have a beautiful, colorful notebook or timeline. They outline, they write reports, they label maps (occasionally they'll add color as part of the labeling), they read their reports to me and put them *somewhere* on the dining room table. I collect them and put them in the front flap of their binders. Every six weeks or so I make them sit beside me as I pull out spelling and math tests, science lab write-ups, and history papers, and we put them in the right notebook/folder (hopefully in the right order). The timeline is in gray pencil - all of it. Not neatly, but at least legibly. And no pictures. Still, even with our haphazard system, they are writing and they are learning. My older ds thinks its cool to see what all is happening at the same time in his timeline, even if it is in pencil. It's still doing its job. It's not like I wouldn't *love* for my boys to have colorful, inspiring notebooks I would be proud to show the grandparents. But, after talking to my boys, I think these things are kind of like valentines. Girls like valentines (yes, I'm speaking in stereotypes - I realize there *are* exceptions); they loving and painstaking select just the perfect valentine for each person in the class and carefully sign their name - often with a personal note. Girls like decorating the valentine's boxes and seeing if they'll win "most creative". Boys groan at having to fill out their name, and they DO NOT care who gets which card - only that their cards have something boy-ish on the front so they won't get called a sissy. They'll eat the candy afterward; but won't open, much less read their cards. (I opened them - I felt sorry for the little girls who wrote such loving notes that were never read. :)) ymmv~ Rhonda

So, then, is LC wrong in teaching that all the vowels always make the same sound? (Ah, Ay, Ee, Oh, Oo) And, is there supposed to be a difference in the pronunciation of the 1st decl. nom. sing. and the ablative? Or is it only a written difference? Thanks again! Rhonda

We've just finished LCII, and I have Henle in hand for next year. I haven't yet found an explanation re: macrons - what do they indicate? Do we need to start writing them? (Suddenly Latin became very complicated :confused:) Also, if I get the Lingua Latina for "reading", any idea how fast/how often that should go? I looked at the sample @ amazon and think LCII will have prepared us pretty well, and it would add some spice, tho' I don't feel confident enough to use it as our main text. Thanks! Rhonda

Looks good to me. =) The only subject we added to that this year was Logic. We used the Dandylion Logic books "Logic Lift-off" and "Orbiting with Logic", and it only took about 10 minutes a day. Or, you might look at that or Fallacy Detective/Thinking Toolbox from Trivium Pursuit. The Masterpiece Art sounds very tempting - do you have a link? Rhonda

You can use the maps in SOTW, but also add in details from the maps in KHE. Every now and then we'll also look in the Atlas (we have one with lots of pictures and cultural info). When you use the Atlas, you can also add in mountains, rivers, deserts, seas, etc. hth, Rhonda

what I had to accept was that he simply wasn't naturally wired with built-in learning strategies. (I still have a hard time accepting this!) So, I have had to maintain a very hands-on approach - specifically teaching "how to take notes" (and recognize what's important), drilling him on things that must be memorized, reviewing concepts frequently, helping him come up with thinking "short-cuts" (for example, we set alot of things to music), and even showing him test strategies. I always took it for granted that everyone knew these things - I just teach my ds the things I always just "did" in school. I don't remember anyone telling me to do them. FWIW, I don't think my son has any sort of learning disability, unless being extremely phlegmatic is a disability (and some days I think it might be - LOL!). My ds just really doesn't care about studying for grades, and so I have to be the "fire" underneath him, iykwim. I'm constantly chanting Ria's phrase, "Students need teachers," to myself. It is very tiring, and I'm so glad we've only got 5 days left! Especially last year, when he was 12yo, I *really* thought hard about putting him back into school. But, I would *still* need to teach him these learning strategies. I figure it's easier to teach him as we go than try to teach him on top of a long public-school day. Oh, the other thing I did was cut WAY back to just the very basics. Only when that got easy did I start adding the extras back in. I know your ds isn't mine, and wish you the best! 12yo boys aren't easy even on their good days! ;) Rhonda

Too cute! I tried looking earlier today for "The Eerie Canal" and couldn't find anything. Wish I knew *how* to make one of those videos. Looks like much more fun than always writing a narration! Rhonda

I personally thought: I'd hate for them to be imitating a Southern accent in any language. rather smacked of disdain & condescension. But it's not like I think people *should* go around "imitating a Southern accent", so I just said a quick, "Take off, eh?" (in my best Southern accent, no doubt ;) ) and shook it off. No biggie here. I don't have time to be actually upset about yous guys up north, anyway. Any-WHOooo.....(I'll never figure out how that word came into popular use :confused:).... :D

Maybe it's just me, but I have a hard time understanding the words if I'm not reading them at the same time. (I'm a very visual person.) I also have a hard time understanding the Spanish in cartoons, because I can't see the lips forming the sounds, so it's probably me. All that to say, I'd opt for SOTW or Jim Weiss in the car myself. =) Rhonda

But Standard American English is basically an entertainment/news media "dialect". No one truly speaks "Standard American English" naturally - it is somewhat based on a mid-west accent, but isn't a "true" Mid-western accent. My dh was a musical theater major and had to master SAE, Mid-western and about 50-60 other dialects/accents. I do agree with you that growing up listening to SAE affects children's timbre/pronunciations/accents. My parents sound less Southern than my grandparents. I sound less Southern than my parents. And my children, now that we're out of the mountains!, sound much less Southern than I. And, I find when I travel out of the South, I don't have such a hard time understanding other people as I did when I was younger. I must admit, I am a bit hurt to know you think of me as "less than" just because I happen to have been raised in the South. But, then, I also chuckle remembering the Alka-Seltzer commercial where the lady says, "The New Jersey cold is ROT-ten." And, of course, I love Brian Regan's spiel on the Kennedy family and "Do-rah the Ex-lor-ah". - I couldn't find the bit about "ask not if someone can pass the creamed corn to you..." ---Too funny. Have fun!

Lynne, did your ds finish both the basic and advanced Physics in one year? If so, how much time did he have to spend on science each day? I'm just wondering, since I've read posts indicating that Apologia doesn't require as much study time as other books, if completing both texts in one year might not be reasonable. (I realize that only a science-y kid would probably be willing to put in that extra time - not sure if that will be my ds or not!) Thanks! Rhonda

I admit I find it amusing that people from areas other than the South think they are "accent-less". Of course, years ago, I also enjoyed listening to my two Appalachian-mountain-influenced ds's recite, "Two little blackbirds sitting on a wall..." in the King's perfect English after watching it on Teletubbies! =)

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I actually had started LCI w/my older ds before getting PL for my younger. We didn't listen to the PL CD's after the first lesson, but I was familiar with how to do it myself. I can see how if I *hadn't* had the LCI first, PL would not have been so enjoyable for us. Even on the LCII CD's, however, I think the pronunciations "change" a bit. We tend to over-pronouce so that it is easier to remember the spelling, so it doesn't bother us. And, I'm not sure it's "wrong" because the Henle book actually mentions Latin having short vowel sounds - something I don't ever remember learning anywhere in the LC books and haven't had too much time to investigate yet. Either way, we will probably just continue on with our "southern-fried" Latin - I'm sure we could give the PL CD a run for its money! :001_smile: Rhonda

We'll be doing the 8th-grade WTM List next year, if that helps. It would be nice to find an edition with large-ish type, lots of margin space, and maybe a few notes along the way (esp. to help with vocabulary). I bought the Thrift editions this past year (7th gr), and just don't like them. Thanks! Rhonda