that is what we use too for 1st grade and will continue it... i don't do all the dictation in the spelling i pick one sentence for example (AAS level 2) love the combo but we also do reading and handwriting too... and some verbal vocabulary cards

I want to still stay on numbers bellow 5 though and keep rearranging and using different objects... and he even played a matching game with the tally stick cards and the finger cards, too!

I did a little of what everyone said today! IT WORKED! AND he is so good at it, too!! The flashing worked especially well... and we were able to go all the way up to 5. Thank you so much, guys!

I just now got a response back from the company, too!!! I will share the answer for anyone else out there who is having this same beginning issue :) This is what they said: Many kids don't know 'how' to transition from counting because that is all they have ever done. So, it is very common for kids to 'struggle' with identifying numbers without counting. To transition your son to stop counting, s tart by putting out 4 tally sticks. Ask him how many sticks there are out there. Of course, he is going to count them. Once he has finished counting and given you an answer, affirm him by saying, 'Good. That is 4 tally sticks. Now, by looking at these sticks, without counting 1, 2, 3, 4, can you tell me how many sticks there are out there?' Many kids will at this point say, '4', but some kids will begin to count again. So, if he starts counting again, remind him that he is to tell you the answer without counting them. Once he says the number without counting, remove the tally sticks and then put the EXACT SAME amount out. Then ask him again, 'How many tally sticks do I have out now?' Most of the time, the student will answer '4' on their own. However, if your son starts counting again, remind him again not to count. Once he does it a second (or third time) without counting, do the same thing with another number. By doing this exercise, you are basically breaking his habit of counting. You may find that you have to do this exercise several days in a row, but eventually, he will stop counting and be able to readily identify the amounts. If you have any further questions, just let us know! Have a great school year! Rachel Anderson

LOL - YES! I know what you mean. Thanks for saying it in this way, though.

GREAT perspectives guys! Thank you. I knew I needed to think out this new process to see how it would play out and what the most loving and purposeful way to go about teach him math should be. So... in wrap up... I am going to try to use other objects to play around with and just bring out the actual lesson here and there as he is ready... even if he DOES want to count them...

Here is what we are doing right now: Handwriting - getty-dubay only some days b/c she is way ahead she is in book D - so we do a line or two max. Grammar - First Language Lessons book 1& 2 - love this - we don't always do the activities or copywork if that is alreayd being covered for the day in writing or spelling Writing - WWE 1 - I will follow this through. I'm sold on the philosophy and love how easy it is. i'm using it with the workbook/the chosen copywork and narration sections Spelling - AAS, at our own pace, sometimes we use the letter tiles and board for only a brief time and then go to paper sometimes we do parts of he lessons orally too. Reading - we are just working on fluency with a brief time of reading aloud and then silent free reading. oh yes, for vocabulary we are using Marie's Words and just gradually going through the deck and placing the cards she is learning in a review box set up charlotte mason style. then we are doing song school latin don't know if that helps at all.

good stuff.

LOL indeed! I had no idea this topic would be so popular. ;) All the mom's say: "NO! SAVE HER, PLEASE! DO NOT MAKE YOUR CHILD READ THAT LONG!!!!" lol

OK. See, I'm starting with my daughter too who did the counting through singapore and horizon math and became so familiar with numbers that this is easy for her now. But instarting my son off on the rightstart method... i was cautious at "doing it right" or differently with him and didn't want to proceed until i knew it was OK... but just emphasize more the "game" of it.

haha the reason for not counting is b/c RightStart teaches a faster way than pecking away at counting each individual piece. they train the children, even as young as 3 o4 fo to just SEE 3 items or just SEE 4 items up to groupings of 5.

My son is young, but he loves to do school.... I decided to use RightStart Math level A gently with him. He is 4 1/2 but at times when we do it... we are only on the first few levels, he insists on counting each tally stick. I just happily said we weren't going to do anymore math that day.... but I want to continue math with him... how do i get around this habit in a fun and easy way? He can be quite determined to do things HIS way, what kid doesn't, right? BUT he is more this way in ALL areas, it is actually an issue... Do I give it a few more months? or do I make it into a game? or what do I tell him? thoughts?

YES I WILL NOT, will NOT make her read that long again. :D haha. I really regretted bringing her to that standard for a week. :) I had read it as a recommendation for the reading level she is at. And she doesn't like doing anything that is requested of her. But wanted to be gentle and loving in leading her in this area too... i thought she would just adjust to the time... but that wasn't happening... I read aloud to my kids more than an hour a day. AND we listen to audiobooks too! LOVE everyone's comments... THANK YOU! We most definitely are going to build up now... one short reading assignment at least one time a day,for now... maybe do it a few times a day if it fits in naturally and then going to stick with the quiet reading time... but not HOLD her to it... I felt that fluency has been the one area that we have missed so I may even, for a brief time, lower my instructional reading level too...

I also have my son coming down the line and don't want to make the same mistakes, if any where made with my daughter, with him.

hmm... that is not a bad idea. She will br thrilled if I giver her that plan tomorrow :) i.e. "you can read for 30 mins with a bad attitude and drag your feet or 15 (or 10!) mins with a delightful attitude. you decide.") I just started reading "The Read-Aloud Handbook" and was wondering if the issues was because we started reading instruction before she was ready and now she is burned out on it... i hate having regret... i'm always torn with the early reading (if they are interested and "ready" in small amounts) or the wait until they are 7 approach...

yes. definitely NOT what i want... :( and i knew it was "an emergency" to change what we were doing... :) I thought I was following the WTM recommendations for her age/grade and reading level... Maybe I missed something... OR it's just not right for her.

Thank you for this post/thread. I have been wondering this, too!

I wish the forums had a like box to click :) Good idea. An additional question... do you add more time or do anything about whining... too?

I have my daughter read aloud to me for 30 mins a day. she whines every single time and avoids reading on her own... she will pick up books and only look at the pictures. it is rare that she will read on her own... Any tips or tricks? My plan is to just make it mandatory no matter what but keep adding books i know she will like. she likes it at the end and seems pleased to keep reading sometimes even though i tell her times up... I also am beginning (only have done it once), at an additional time later in the day, having a quiet 30 minute reading to ourselves time where she gets to choose books to read to her self. but she drags her feet to choose... the first time we chose... she picked some of the very first readers she has ever read!? when she is really in 2nd and 3rd grade readers... i was thinking she would at least pick something at the 1st grade level... not the K (out of all the books in our house to choose from) I read to her all the time and she reads worksheets or small stuff in math in the past but i read to her all the time. her and her brother both get lots of reading to every day... and the love books... but i don't know what to do... part of me wonders if i should just abandon it... and leave it alone... the other part makes me just want to stick to this for a few weeks or months and then reconsider... i.e. once she is used to it she will do it... but i don't want to burn her out... obviously i WANT her to love to read to herself and see the freedom in it... i'm beginning to wonder if she is just lazy about it... b/c she gets this attitude with any work... but again, want to be careful.

SWB, TWTM book: 1999 version vs. 2009 version - what is the difference? I'm considering buying the 2009 version. I have the 1999 one but want to follow her recommendations. are there a lot of new recommendations?

Hey, i'm curious with early elementary kids do you like to get them done by lunch or have longer breaks in between subjects and finish around 3, give or take? I know in the TWTM book that I have one of the sample schedules does not include rest time and gets even a 1st grader done in the afternoon with 30 minute breaks inbtwn some subjects. so when do you prefer to get done? that included all electives, reading time, everything. I'm deciding whether to do 4 days or 6 days a week and whether or not to stretch out the day or just get it done!

Looking over a borrowed copy of the teachers manual level 2, my daughter could probably spell most words correctly, if given a test, without studying them first. would that be remedial? :)

This is good to know in my planning. Thank you.

Did you go through the Homophones book?

oh wow! thank you! I started having a hunch that maybe my original plan of only doing level 2 this year was going to be sped up. :) just changed my shopping cart! :D