So...My oldest is going into 9th grade, and I'm slowly dipping my toes into planning for high school. She's done WWS 1-3 and I am pretty sure we are going to pick up W&R for a bit of a change of pace/lighter writing focus so we can do other things of interest. Next year I have planned for her to work through They Say, I Say. (I THINK.) Knowing that she will also be writing for history and science, and likely literature (I haven't made that plan yet), will adding in Workbook for Arguments be too much? She has done Art of Argument and Discovery of Deduction at a fun co-op class (so not to complete mastery, but familiar). Background, she is very strong in LA and writes fan fiction on her own time. She will be taking Literary Lessons through Lord of the Rings (which I'd guess she'll fly through, looking at it), History of the Ancient World with the guide, homemade lit, Bio at FundaFunda, CLC 3, Saxon Alg 2, and W&R 5-7. I'm aware that this looks like an LA heavy year but this is what she loves. She wants to be a copy editor (and maybe eventually author).

I can try. We’re also moving so I’m in the middle of all the things. Math: Saxon Alg 1 Grammar: GFTWTM (whichever color is next) Writing: WWS 3 History: modern with Kingfisher History + lit books a la WTM Science: Apologia (?) Logic: I have to look. She’s finished Discovery of Deduction so I’m not sure where to go from here Latin: Latin Prep 3 vocabulary: Wordly wise

Just skip the repeating part. Or ask him if he can say it alone instead.

Gonna agree you have a lot going on. I have a 7yo second grader. This year he did ETC, SYS, FLL, and half of WWS 2. Next year he will do R&S Spelling, SYS (we use this like copywork), the other half of WWE 2 and FLL 3 (which is workbook). I’d pick one spelling OR phonics, one writing, and MAYBE a sentence or two of copywork. I wouldn’t condense dictation in WWE 2. If he needs help with spelling, give it. If the dictation is too hard due to length or something else, pause or go back and rebuild skills. He’s still young. He has PLENTY of time to do hard things. When he says his hand hurts, it really does! FWIW, if you plan to move WWS, you’ve got until at least sixth grade (and the same with GFWTM) so take your time with this stage. Err on the side of too easy.

So I’m late to this topic, but have lots of experience with this. VCD’s gold standard diagnosis is laryngoscopy while experiencing symptoms. They will actually see the chords twitching. Are you taking your albuterol before exercise? Your breathing pattern may change and cause some bronchoconstriction. Asthmatics are notoriously good compensators so if your oxygen dropped while exercising I’d be really concerned. If I’m struggling to keep my breathing paced well, singing along to a song actually helps a lot. There is such a thing as an exercise stress test so you could ask your primary doc about that.

We are moving and I’m in sorta that prepping phase. Our new house will be 500 sq ft smaller so I’m thinking we might need to look at a storage type situation for the jillions of books we own. I’ve pared down, but with six kids ages 13-4, I have to keep the picture books AND the beginning readers AND the early chapter books AND the middle grade books, etc. I believe we can put our historical fiction that’s not in rotation in boxes. Any other solutions? Also, which boxes or crates are best? I don’t want them too heavy, but I do want sturdy.

I think a good writing program will incorporate what they’re learning grammar and reinforce it. If your student isn’t practicing the use of the grammar (WWE) and only evaluating the grammar (FLL), then they haven’t yet jumped to the synthesis portion. SWB advocates teaching all of these skills separately, but simultaneously, but when your child is ready, he or she should begin to use those skills practiced. In math, if you’ve taught your kid addition and he doesn’t use that when going to the store and purchasing something, he understands the parts/process of math but hasn’t reached application. It’s the same with grammar and mechanics skills. My kids aren’t required to produce original writing until upper elementary so they often aren’t practicing that application. Once I start requiring original writing, they start mastering those things very quickly.

She is naturally language strong, however my son is not. In fact, he’s dyslexic. While he hasn’t worked through GFTWTM, he has done all of FLL and is doing R&S 5 which isn’t as rigorous as I was expecting. He also has a strong grasp of when to punctuate commas, semicolons, apostrophes, etc. FLL 4 does have homophones, dictionary usage, etc in the optional lessons. I don’t think it’s just FLL, but also WWE and copywork and dictation from other sources. And, like I mentioned, my kids do Latin beginning in third grade. I also personally feel like almost nothing synthesizes for my kids until I start requiring longer-than-sentence writing...somewhere about 5th grade. I make them correct work/adjust written work with errors.

Sometimes I am asked to play for Sacrament. I don’t do organ, but piano. I get a few people commenting on how invigorating the piano is. But I also have had a couple suggest it is less-than (mostly stake visitors). Honestly, if I’m the sub, piano is what you get and if you don’t like it, they can play. 🤷🏼‍♀️

They’re not in year 2 yet! 😔

Veritas Press?

I’m pretty hard-nosed about this stuff and I’d even say he’s done with grammar, especially considering his plans for foreign language.

I wouldn’t jump ahead. I’d just move to the other curriculum. My daughter is solid on object or subject pronouns, when to insert a comma between clauses, and homonyms. In all honesty, my 5th grader is decently strong there too. Might be partly attributed to their Latin program... but we have not found SWB to be lacking in her LA materials.

My tweens like Monk. I believe it’s on Prime.

How old is your student? It is overkill for a 5th grader if you’re using it right out of FLL 4. I’d wait until middle school to use it. Also, is your student doing or going to do a foreign language? Because those tenses and moods, subject and object and relative pronouns, etc. all get used in the study of language.