Thank you. Yes, I found out it wasn't the WISC. The district gifted specialist told me she'd be getting the WISC V administered at our locally-zoned school, but it turned out it was something else. The school gifted specialist wasn't even sure what test it was, other than that it wasn't the WISC V. A pscychometrist sent by the district administered it. Weird. Whatever it was, I highly doubt it was any kind of IQ test, and my questions were just similar examples, anyways, not exactly what my daughter said nor could she precisely remember. What my child is describing doesn't sound like any IQ test I've ever heard anyways. It was very short and she described only a few things that sounded IQ test like. I have an inquiry in as to why she was given a different test and whether it's really usable for identifying giftedness. Again, it may not even end up mattering. Just found it strange. It could be as simple as them wanting to save money as the test scores I gave them should be more than ample evidence, but they need to check a box that she is identified as gifted by the district I think. Hmm.

Has anyone heard of the WISC V being administered with no block designs, no sequencing, no arithmetic, and no memory/recall exercises? My 10 year old was just administered this test and came out upset.. she said she felt she did terribly, and cited almost all questions that she got wrong that were knowledge-based. (For example, Beethoven is to music as Monet is to... but she didn't know who Monet is (or even that it was a who) so she couldn't answer.) She said there were references to historical figures and idioms she was unfamiliar with. I tried to cheer her up by asking how she did on sections involving block designs, picture/number/letter sequences, or mental arithmetic (I had read these were on the test, and these sections would have been her strengths.) And she claims she wasn't asked a single question that fit the description. She did describe *some* of the things I'd expect, like observing inconsistencies in pictures, 'which doesn't belong' type questions, and so on. She took this test from the public school district as part of screening her to possibly enter a middle school gifted magnet program next year (she's currently homeschooled.) The examiner came out and said the test will take 30-35 minutes (it ended up taking closer to 45). By sheer coincidence my other child will be taking the WISC V privately next week as part of screening for a learning disability and they told me to allocate *2 HOURS* for her. I'm really flummoxed by the 10-year-old's WISC experience. I have an inquiry into the gifted specialist but I'm curious as to anyone else's experiences that might shed some light on it? I know there are different subtests on the WISC V, but why would knowledge-based questions be included and why would the sections relating to spacial reasoning, memory, sequencing, etc, be omitted as part of gifted screening for a new student matriculating into the system? Thoughts? Ultimately I suppose it doesn't matter, I am just finding it very curious that two different people are giving my two kids something they call "The WISC V" but it appears to be very different things. (The two children are only 2 1/2 years apart in age.)

Ondreeuh - first of all, THANK you for posting. I thought I posted that earlier but I guess not! I've been mulling over your post and looking at the materials and think probably starting my daughter on Course 2 is the way to go. I'm wondering if you (or anyone) has tried using the Holt books WITH Thinkwell, or if they think that would work. I know you linked to all the videos free, but Thinkwell looks like they have them presented in an intuitive format along with some online problems she could do to "self-test" to assure her comprehension before doing book work. As mentioned, she can get super emotional when asking math questions of us and the abillity to "self check" practice problems automatically might be worth the $125 a year to avoid the drama. But maybe that's just adding another layer of complication...

I'm probably going to give it a try regardless, but curious if anyone has experiences or has alternatives to suggest. Searching yields limited results. It's supposedly designed for gifted K-7. I'm thinking of using it for my 2E rising 7th grader that is dyslexic/dyscalculic as sort of a remediation tool. The biggest concern is mathematics - she has a smattering of problems throughout all areas of mathematics, mostly related to arithmetic, or that seem suspiciously learning-disability related (such as she understands fractions as a concept, but then randomly confuses numerators with denominators. She may be owning it one week and then confused about it suddenly out of nowhere. Or she may multiply flawlessly and then suddenly struggle to add two simple numbers.) Reading/spelling/writing wise she's actually doing incredibly well. All her language-related test scores are in the gifted range, but in her writing (essays and such) we still see a disproportionate number of weird sentence fragments and odd little things of that nature. So I was thinking the Language Arts program is worth getting too. We had great success with Orton Gillingham when she was younger, but now that she's approaching 13 years old, insecure, and emotional, I hesitate to take on any program that seems too babyish. Someone suggested a math approach for the dyscalculia elements similar to OG where you go back to the rawest basics, and at this point even if that approach is effective I feel like it would be too discouraging to be effective for her. I am liking Redbird because it is multi-sensory, and geared towards gifted kids so even if she dips into lower grade level stuff it might not seem infantile. I feel like she is on the cusp of being entirely self-managing with her learning disabilities, but also like this is a pivotal year to really shore up those remaining weaknesses.

Ok, so experiences with Online G3 and WTM have been good? We need secular programs (so some of the others mentioned are out, for us. We have lots of religious homeschool options locally and I'm looking for my kids, especially my teen, to connect with other kids in secular or more diverse settings.) I was looking at WTM math possibly for the 7th grader..

So just from the responses here it sounds like maybe something for my 5th grader... Do older kids participate? I really like the idea of the Geography for my rising 7th grader but will she be the only older kid in the class? I did want her to connect with kids her age and I know she won't enjoy it as much if it is mostly younger kids.

I can say I know a lot of gifted adults who are engineers and scientists - only some like math for the sake of math. Others only like math as it applies to their areas of interest. To them, saying they 'like math' would be akin to passionate writers saying they are particularly passionate about spelling and grammar (some may be, but it's certainly not a requirement.)

Anyone have any experience with these classes? Or with Athena's in general? Specifically I am considering: 1 Year World Geography based on Mapping the World by Heart (for artistically gifted, highly visual learner 7th grader) Sherlock Holmes Literature 8-week course (exceptionally gifted 5th grader who is a huge fan of the BBC show) History of Science 1-semester course (exceptionally gifted 5th grader who generally thinks history is boring but loves science and technology.) Or just in general with any Athena classes, what do the courses offer that you wouldn't get doing the same thing independently? Have you found the cost/benefit to be worth it in the end?

Has anyone used this? My DD is currently in 6th grade and just completed Teaching Textbooks 7. Frankly, I am not a huge fan of Teaching Textbooks, but she has dyslexia/dyscalculia AND a tendency to get hyperemotional with parents explaining math - AND she has top-notch listening skills and is a strong visual learner as well. For all these reasons, Teaching Textbooks was a temporary solution. However I feel it's time to wean her off of this format while still giving her something audio/visual to use. Husband (who also has dyslexia/dyscalculia but as an adult is a successful physicist/research engineer) feels she will be much happier with math if we get her to pre-algebra sooner than later. I, however, feel her dyscalculia has her still floundering too much with arithmetic to jump right into pre-algebra (I'm sure she'd be fine with TT "pre-algebra", but TT seems pretty shallow to me.) Her standardized test math scores are just *barely* scarping the bottom of 'average', but are strong in every other area, so she's in an odd gray area. I'm attracted to Thinkwell as it appears that 7th and 8th grade is really a slow-moving 2-year pre-algebra course. (The expectation seems to be you can either go right from Grade 8 to Algebra, OR use their Pre-Algebra course as a 3rd year of review.) Wondering if this might make both of us happy - it's basically "pre-algebra" but can be more paced to her? But then I see some of the reviews that Thinkwell has some problems, but all the posts I find here are at least a couple years old and none I can find specifically address the 7th/8th grade courses. She is in Mathnasium now - a recent addition, to help her shore up her arithmetic weaknesses. She understands all k-6 arithmetic concepts entirely fine but continues to make errors so I figure I'm paying them to hover over her and pound in the repetition (because it doesn't end well when I try to do it.) I'm wondering if Thinkwell 7th Grade + 2x a week Mathnasium will get her where we both think she should be. Any other recommendation for a program that might work for this situation? What WON'T work at ALL is parents doing the teaching. Not due to lack of knowledge or ability, but due to hormones and drama. It's just not working. It's ONLY a problem with math. Screaming, tears, self-loathing, slamming doors, etc.

I'll preface this by sharing I've felt a need to re-orient my entire approach to my rising 7th grader. I think with adolescence she has become much less receptive to being directly taught by me. She's not disrespectful just not as engaged as she once was - which is just a normal part of growing up and pulling away. I experimented this year with enrolling her in a 90-minutes a week semi-private tutoring "class" for writing, and it has been amazingly successful. She works each day on academic writing assignments and takes the deadlines/feedback way more seriously than with me. She would still bring me her drafts and ask for feedback and proofreading, but the 'end goal' was for her writing session with her teacher, and it revolutionized how she engaged with her writing assignments. For next year I want to re-define my role from 'teacher' to 'parent support'. My 'parent support' role will still be much higher than it typically is for a parent of a child in school, but much less than elementary homeschooling. I'm fortunate we do have funding for these resources. These aren't set in stone, but what I'm leaning towards for now: Math: Pre-Algebra. Deciding on some kind of video-based lecture format, Chalkdust, Thinkwell, etc. Writing: We will continue with the semi-private writing tutoring sessions, taught by a local English professor (she calls the class "Middle School Writing" English: Looking to enroll her in Athena's Advanced Academy's "Teen Literature Circle" (my girl is an older 7th grader, turns 13 just as the year starts.) History: Shelving chronological history for now to focus on an intensive 1-year study of Geography with Athena's Advanced Academy online course. They use "Mapping the World by Heart" Science: Not sure yet. I'd like some kind of online course for life science. I'm looking at maybe using CK-12 to design an independent course with automatic grading. Music: Probably starting piano lessons along with continued percussion with the local youth orchestra Art: Her area of strength, and mine, continued arts study but I'd like to hire an outside teacher to work with her periodically just for additional input & influence.

I've looked at some of the old threads but I'm still not sure where to go. I have TWO kiddos going into Pre-Algebra next year: a math-accelerated 5th grader and a 7th grader. 5th grader (current 4th grader) is using MM 6 right now. I'm thinking of switching her to AoPS of the fall. 7th grader (current 6th grader) is using TT7 right now. I'm thinking of switching her to... Chalkdust or Thinkwell. Not sure which. Having two in Pre-Algebra does make wonder. Do I really need 2 different programs? Husband thinks I am underestimating our older child because she has dyslexia/dyscalculia and her struggles with math so far have been related to arithmetic. He is dyslexic too and and had similar struggles with elementary math, but is now a physicist/engineer and believes she will do much better in Pre-Algebra+. I'm on the fence. Maybe she would love AoPS too, but maybe it would be an exercise in frustration. Or maybe she would just move slower than her 'baby' sister leaving her feeling defeated, and thus it might be better to have her in another program. If I do put her in another program, I want to be done with Teaching Textbooks. I do think TT has been great for her so far because of the arithmetic struggles - she was able to get immediate feedback on each problem as she went along, which was invaluable for a struggling kid making frequent arithmetic errors. But the format is certainly a little spoon-feedy.. and I'd like to break her out of that formula now that she'll be in 7th grade. Older girl is more is more of an audio-visual learner so I was also thinking moving her to something where there is a traditional lecture with problem sets might make Chalkdust or Thinkwell work well for her. Would love your thoughts on any or all of these programs for the situation described or to hear about any of your experiences!

What is your favorite pre-algebra for an upper-elementary accelerated learner? Looking for something for my rising 5th grader for next year. She has primarily used Math Mammoth up until now. We've let her self-pace and she will be finished with 6b probably around September or October. I know MM has 7a now but I feel it's kind of a work-in-progress and would rather move my child to something more established. I am leaning heavily towards getting Chalkdust Pre-Algebra for her 7th grade sister who is NOT math-accelerated, so if you want to weigh in on that too, feel free. But my feeling is the video-based lectures will be too slow-paced for my 5th grade AL. So far the younger one seems to appear to prefer to work with text materials written to the student. She has not been a fan of videos (even when she's stuck and I make her), because she thinks they are too slow and cumbersome.

I need this for my almost 13-year-old daughter. Preferably online for an autonomous learner, though a book with clear syllabus/assignments she can do independently. In spite of being open and honest with my daughter, she HATES discussing these topics with a parent. While I've forced the *necessary facts* I think she would be a LOT more receptive to internalizing life science content if she studied in an online class or independently. Really, online would be best. I would love something like Crash Course but that's too advanced right now in terms of pacing and technical detail (otherwise it'd be perfect.) Any recommendations?

Just to share something amusing, my husband's 'big picture' comment for our AL this year is "I don't care if she doesn't learn a single academic thing this year. She already knows more than enough for her age. Our #1 goal should be to make sure she doesn't turn into a sardonic know-it-all asshole." I'm sure some of you can relate! :D

I have a highly accelerated 4th grader. I've never used any spelling curriculum with her. As it is her spelling is superior to that of most adults, and since my other child is dyslexic and has required a lot of spelling remediation, spelling has never been remotely on my radar for the academically gifted sister. However now she is requesting a spelling program. Her vocabulary is advanced enough that she notices she doesn't know how to spell everything she wants to write. Any spelling program recommendations? The two I have I used for her older sister (Phonetic Zoo and All About Spelling) would be agonizing for her, I'm sure. Looking for something with advanced vocabulary and she prefers to work independently and at her own pace (which is fast). She has a rock-solid understanding of phonetics and would benefit from a program that focuses on words that 'break the rules'. If you're going to say it's not necessary, I completely agree. :) But since she has requested it I'd like to encourage her interest.

And yes, to reflect Maize, the younger the student, the less this matters. Absent special struggles, all A's and B's is pretty typical for young students with attentive parents at home. The older the kids get, the more their personal ability, attitude, and work ethic will be reflected in grades.

We do this as well. If it were me (and I'm going to have to do this later this year when my daughter applies for a magnet school), I'd assign grades that roughly reflect my child's ability in an area. If my student is clearly competent at something and learns quickly and moves on to the next lesson at a fast clip? That's an "A" If the student sometimes struggles a little but works hard and gets things done at at least an average pace? That's a "B" If the student *really* struggles and has to work at a slower pace to get work done, that's a "C". It's probably rare for homeschoolers to have D's or F's in the mix, but if my student was demonstrating a willful lack of responsibility or effort in a subject, and their mastery of the material likewise suffered, that would be a D or F. Similarly if the student was naturally competent at a subject and knew all the material but was truly lazy or difficult about getting work done, I'd knock the grade down a peg. Or if the student struggles some but takes initiative and puts in effort above-and-beyond to improve, knock the grade up a peg. (Grades aren't just a reflection of mastery of material after all, but the student being responsible for assignments, meeting deadlines, being attentive in class, etc.)

Oh! I saw Homeschool Buyers' Co-Op was running a special on this and was wondering if it's worth it.

Thanks all for chiming in with your clarifications. I think we'll go ahead and give the biology a shot since I like the idea of the workbook used similarly to what WeeBeaks described. If the author is YEC they don't appear dogmatic about it, so willing to give it a go.

Dang. Is this true? The thing I read the author was Christian (which I have no problem with) but not YEC (which I do, not as a human being but as someone authoring a science curriculum.)

To a limited extent, I do what the Robinson Curriculum advises (I do a lot of giving my kids stuff to study and do, and then get out of the way, maintaining a high expectation that they study diligently and independently during certain hours.) So knowing that I roll that way, I looked him in depth but I saw no reason to give him my money and still remain unclear as to what he offers that I can't just as easily do on my own. I'm baffled as to why I would climb on board with his recommendations and resources rather than choosing my own (because his approach is so hands-off, that's mostly what his "curriculum" is - his choice of resources.) While I'm not Christian like the above poster so obviously his stuff isn't going to be a good match for me, I honestly can't imagine just climbing on board with *anyone's* big list of resources. Part of the advantage of this kind of approach to homeschooling is making study choices based on what you and your kids are jazzed about. I do like the way things are going, though. We didn't always run this way, I was a lot more hands on than Robinson recommends when my kids were younger, but eased into having them be more and more independent. I think going about it that way actually gave them more tools to be more effective independent learners later on.

We're not there yet (oldest is in 6th grade) but if my experience with the homeschooling community is any indication, most 8th graders who have been homeschooled for the duration who are of high-ish average academic potential or higher will generally be tackling at least *some* high school level content in 7th and 8th grade, based on US standards of what "high school content" means. Actually this is true of many kids *in* school too. 8th graders who are taking algebra and "honors" courses or any foreign language at all, are generally operating at what is considered your average high school content. It's just that a higher percentage of homeschooled students than public schooled students can tackle that material in 7th or 8th grade because they have had the advantage of immense parental support of their education, and potential can be expanded. Same thing with high schoolers doing college level work. AP classes and classes like Calculus ARE college-level technically. Homeschoolers are just more likely to sign their 16 or 17 yr old up for the college class and get the college credit quicker and easier than trying teach an AP level class and prep for the exam at home. We still think of the AP kids in high school as doing high school classes, but content wise, it's the same as college.

My 9 yr old is an aspiring programmer and has been learning programming for a year.. She's enjoyed Khan Academy, Scratch, Learnstreet.com, and Codecademy... she has a book she used for a while too - Python for Kids. Her new ABSOLUTE favorite thing is Youth Digital. She's doing Minecraft Mod Design class and just LOVES it. For Minecraft Mod Design she's writing in Java using Eclipse. What *I* like about it is they have very responsive team of folks who will answer kids' questions, because at this point she's exceeded my ability to help her. (My husband is an engineer and has the programming knowledge, but works long hours. He is impressed with Youth Digital as a learning tool for her from what he has seen.) She wants to do their App Design class next. Youth Digital is pricey, but we got a 40% off deal when Homeschool Buyers' Co-op ran a special.

I have a rising 6th grade and a very accelerated 4th grader. We're totally jumping the SotW ship (we just finished Vol. 3) and doing the History of US volumes this year by Joy Hakim. I love, love, LOVE SotW, but I feel like it was getting stale for both of my kids. I wanted to do US History. In particular we have a road trip taking us to Boston, NY, etc, in late November and August-Nov will give us a great opportunity for a learning adventure about early US history. I then may have them read SotW V4 concurrently for the second semester. After that, heck if I know. My oldest is applying to a public arts Magnet school. That school does World Cultures and Geography for 7th and 8th which is another reason I wanted to be sure she got some solid US history this year. If she goes to that school, she won't see US history again until 10th grade.

So it sounds like he must have excellent listening skills. We did a lot of audiobooks and reading aloud with my 2E daughter. She had amazing listening skills. Out loud reading was *so* necessary because she just couldn't read the kind of things she was interested in reading. By the way, when you do audiobooks, consider getting the text and encouraging him to follow along with it. Same with reading aloud and letting him follow the text. No stressing about it or anything, just having the text there and following along as best he can while listening. We've learned that the audio-with-reading connection can do WONDERS for building reading fluency, especially for 2E kids with great listening skills but poor reading skills. It worked wonders for my daughter anyways. To be sure, she is way more of a whole language/context reader than phonetic reader. I did all the phonics lessons with her as well (and she still gets them with her spelling program), but she her reading fluency came from whole-language reading - and that's not uncommon for people with certain learning disabilities. The listening-with-text connection when done regularly helps that happen faster, and the faster that happens, the sooner they can read content of interest to them. The sooner they can read content that is of interest to them, the better off they are. DD is a voracious reader now. Now if she stumbles on a word or name she's unfamiliar with and then tries to talk about it, the pronunciation that emerges from her is completely messed up, but I can live with that. She's reading with a Lexile measure of 1190 in 5th grade. The quirks that come with whole language reading are a small price to pay for that, and kind of diminish anyways with experience and increased vocabulary. Speaking of struggling readers with excellent listening skills, file away Phonetic Zoo as a spelling program for him. It might be a little frustrating for him now, as it's best for kids who already are solid with all the consonant and vowel sounds. It's a little weird at times, but the audio component of the spelling programs, along with spelling rules, has made that program the only program that has actually been effective in improving my daughter's spelling (as in *actually* improving it long term, and not just enabling her to get a good score on a text that week and then forget.)