I will have to take a look at the app you mentioned. Thank you. My moms idea seems to make sense, and even better she is willing to make the cards for me. :) So I think I might as well give it a try. I also love the graph paper idea. CLE math lines up the addition and subtraction problems with lines which seems to really help my Dd. So I am sure graph paper will really help her as well.

This is a really neat idea! My dd would probably love this. Thank you for sharing. :)

No my Dd has not had an OT eval. I am guessing that her number reversals are mostly due to dyslexia/dyscalcula, but do you think an OT eval would be helpful? Is this something that her neuropsych would have picked up on? I was unable to find the book you mentioned. If you get a chance would you mind sharing a link? I know in the past you recommended Ronit Bird math to me. I bought the books and thought about using it but it didn't seem very open and go? I was worried that because of this it wouldn't get done. I have liked programs like RS, MUS, CLE, and Singapore because I can easily teach the material by only briefly looking at the lesson beforehand. How do you use Ronit Bird math? Do you study the lessons ahead of time? Do you have any words of wisdom on how to make this curriculum easier to teach. Do you do problems orally or written on a board? I am just trying to get a better sense of how you would actually use this curriculum from day to day. It was hard for me to wrap my brain around how it would actually look everyday. Thanks :)!

Thank you! That really helps me to better understand HWOT's method. From what you described HWOT may be a very good fit for my Dd. I will need to look more into it. Is the book you mentioned similar to this?... https://shopping.hwtears.com/product/TG1ST/HWT

I have thought about trying HWOT with my Dd. What level did you use? What are the methods they use for helping fix reversals, do they use songs? Pictures? Stories? Sorry I have seen a few samples online but I am not extremely familiar with them.

Thank you so much everyone for your responses. Sorry I didn't get back to everyone as soon as I had hoped. I had some family things come up. :)

She writes her numbers backwards in that the actual digit is backwards, she doesn't reverse the order of the digits (in other words she doesn't write it backwards). As OneStepAhead asked, when writing she sometimes will switch the tens place with the ones, but not often. In some cases she will read numbers backwards such as the other day she read the number 1:47 on the microwave as 741. But that doesn't happen often. Not sure if this is helpful but she will sometimes omit a digit. So for example if I tell her to write 107, she will sometimes write it as 17. She understands place value when she slows down, so if I go back over that number with her and ask her how many hundreds? How many tens? How many units? She can then figure out how to fix it. So as far as which numbers she reverses, she almost always writes her 2s, 3s, and 9s backwards, and often writes her 4s, 5s, and 6s backwards. She is not always consistent either. As an example, on one of her math pages she answered with a backwards 4 and then a couple lines down answered another problem with a correctly facing four. She is always all over the place with reversals, both while doing math and outside of math. She rarely ever writes any of her letters backwards. Geodob, The research that you are doing sounds very fascinating. I hope it will simply correct itself overtime. As I actually look through her math pages I can see that some of those numbers that were Always backwards are moving to Most of the Time, so perhaps there is hope that she will eventually correct herself. I am not sure what you mean though when you say ask her to write all numbers, in the way that she sees them? Do you mean outside of math, just have her write all the numbers (i.e. 1,2,3,4, etc.). And have her practice this everyday, even if they are backwards, and eventually she will correct herself. Do I have an example of the correct way in front of her while she does this? OhElizabeth, Her Working Memory overall is average to low average. Her Processing Speed is Low. And her Nonverbal Reasoning skill is also Low to Low Average. One thing I do need to do is look into more of what all of this means when it comes to math and how to work with her.

I really like this idea. I am definitely going to give this a try. Maybe just focusing on one number at a time and keep going through the numbers until hopefully it will click for her. Thank you. :)

I have been pondering posting this for a few months.. I have still been working on getting my land legs after my Dd8 saw a neuropsych about a yearish ago. One of our current biggest struggles right now is with math. So a little background.... I feel like I am literally dragging my Dd through math everyday. We started the year with MUS and the way the concepts were taught were mostly clicking for her, but the mastery approach of getting down the facts before moving on was not working. I decided to try a more spiral program so we are using CLE math. The spiral has been really, really good for her even though she absolutely hates it. Like I said I feel like I am dragging her through it everyday. We do get through it but it is a struggle. I have thought about maybe combining these two programs somehow. (I would love any advice anyone has with this struggles as well). Okay for my question. ...My Dd is constantly reversing numbers when writing (probably 80-90% are reversed). It doesn't work to correct her while she is doing her math. She already works so hard concentrating on actually doing the math that making her also concentrate on writing correctly/correcting her numbers would put her over the top. Whenever I correct her she throws her arms up in the air, and completely gives up. Not in an overly dramatic disobedient way, she just does it from purely being overwhelmed and frustrated. So how do I help her correct her numbers. I can have her practice outside of math time, but it seems as if none of the practice carries over to her math and worse she is just reinforcing writing the numbers backwards during math. My mom came up with the idea of maybe making different colored numbers cards (perhaps ones that match the colors of the math u see blocks) and have her use those to answer the questions. Her thought was that maybe the different colors would help aide her with remembering the numbers. This way she would only be writing numbers with controlled outside practice. Would it be terrible for an upcoming 3rd grader not to do any physical writing for her math? Would she be missing some important step of helping solidify math facts? Has anyone done something similar? Do you think this would help her, or is this just creating more work for me? I really need some ideas/advice on this. Is there some other solution to this problem that I am missing? Thank you so much if you took the time to read through all of that.

I have thought about doing a Narnia study either this year or next. Just curious how you plan on doing it? Are you planning on reading the books out loud, or having it as assigned silent reading? Are you planning on using other books with it? Sorry I have heard of other people doing this, and it sounds really neat, I just would have no idea where to start. :)

Yep, this is so me. I am so much fun to be around at parties, lol. :)

I am thrilled that for the first time ever my oldest Dd is on track to finish her math book early!!! :) My 6yo is also on track to finish hers before summer! Other than that this wasn't the most productive year for us. Although, I shouldn't get too discouraged because progress was made, and skills were learned. I was able to find a better fitting math curriculum for my 8yo, I had to back her up a little but has been worth it. Both my 8yo and 6yo are about 1 week away from finishing level 3 of Barton which is a big accomplishment, and I hope they can get through level 4 by the end of summer. So I guess it wasn't a terrible year. :)

I love that with audible my kids can easily play books on their own. I own the first three volumes of SOTW CDs and I have put them in iTunes but it is a lot less straight forward to find and play them on our iPod than our audible audiobooks. With Audible my kids can easily find a book, play it, and the device keeps track where they last stopped. My kids cannot as easily find mp3s and I don't think the device keeps track of their stopping point. It is sad to say but because it is not as straight forward for my kids they never listen to them. SOTW on audible is on my top wished for homeschool items :-), but I understand if it is not a possibility.

If it makes you feel better my 10you Dd daughter also struggled with Mr. Revere and I, as well as Skippack school. She has also struggled to comprehend the Landmark history book. I was about ready to post the same question a week or two ago as I have become so frustrated at my Dd's struggle to comprehend the books, which has had me concerned about more difficult books in the future. I really regret having not continued direct phonics instruction once she took off with reading, and she is EXTREMELY resistant to the idea now. This is my battle plan that I have come up with, not sure if it will work but it seems to make sense. These are in no particular order.... 1- She is already listening to audio books on a regular basis, but I may set a 30 min to 1 hour required audio book time to increase that time, not sure yet. I know she probably wouldn't mind if I did. 2- I just shelved the Paul Revere book, I instead picked out a couple of easier books that she is now reading through. Just purely fun books. She just finished reading Twenty and One Balloons, and is now reading Ginger Pie. I will probably get back to the reader schedule after this book. 3- I am having her slowly read through a non-fiction history book that is at a slightly uncomfortable difficulty level for her. She is outlining it as she reads it. So in other words I have her write down one summary sentence for each paragraph, she does about 8-9 paragraphs a day. She battled me on this the first day, but I stood my ground, and is getting easier for her. I think taking it one paragraph at a time and forcing her to slow down and comprehend what it says will help. 4- I am having her read aloud to me. I foolishly let her stop doing this around 2nd grade and have been kicking myself for it. Whenever I have brought up the idea she melts down and says how embarrassing it will be, and refuses to do it. (My Dd is usually very obedient, but gets anxious about stuff like this). Well the other day we were gifted a bunch of books, one of them being The Rats of Nimh. She was really excited about that book, and said it was one of her favorite audio books. So I had a light bulb moment, not sure why I hadn't thought of it before, I said" I have never read that book would you mind reading it to me?" She was thrilled with the idea. ;) Only today did she realize I tricked her in to reading aloud for school, but she was still excited about it. :lol: I think I will keep this up and have her read aloud to me other favorite audio books. 5- I am continuing to read aloud to her, including books like the Landmark book. These were just the ideas I had about how I could tackle this problem. Like I said I don't know if they will work but I am hoping over time they will. Hope some of them you might find useful.

Math: CLE Spelling/Phonics: Barton Writing: WWE Grammar: FLL HW: not sure yet History: undecided Science: BFSU

What anthologies and fairy tale volumes do you use/recommend?

I would love if WTMA offered a class like this, or even better more than one. As soror said they could be a class based around a book, or perhaps even a unit study. Maybe even an ongoing book club that spends 1-3 months on a single book, enrollment length could be for one book. Hope that makes sense. It would be really nice to have some type of class like this for my 5th, 6th, or even 7th grader that is slightly lower pressure to test how he/she would handle an online class. If it was available I would love to do 2-3 of these, it would be great practice before relying on an online class to teach a core subject.

We have this one that came with RS math. I used it for the first time today. It was very easy to use. http://www.amazon.com/Learning-Resources-SAFE-T-Compass-Blister/dp/B003BLT53I/ref=sr_1_8?ie=UTF8&qid=1455329077&sr=8-8&keywords=Math+compass

My oldest is quickly headed towards middle school and it is terrifying to me. I would be interested in joining if that's okay. I am also terrified of my second headed there as well, although further away. I would love to get some perspective and grasp on the middle school years before reaching them. :-)

Thanks everyone. :-). I decided to take the plunge and order them.

I am thinking about buying the Barton Stand Alone chapter books. Both of my daughters need more practice than the stories that come with Barton. My 8yo and 6yo are both currently in the middle of level 3. I know that Barton discourages having the student read books other than their controlled readers until they get further in the program, but the readers are pretty pricey. So before I make the plunge and purchase them I wanted to see if anyone here has used them? What did you think of them? Where they helpful? if you haven't what have you used for extra practice. Thanks for your help. :)

Everyone thank you for talking me down LOL. :-). I really, really appreciate everyone's advice. So Yr 2 sounds like the most difficult , so perhaps that would be the year to avoid upping the difficulty level too much. How much of the assigned reading are your kids doing independently by UG and D? Do you do any of it as read alouds? Just trying to gauge how much independence I should be realistically expecting. Pylegang no worries on the grade level. Your advice was extremely helpful. So thank you. I appreciate you stressing the idea that there is no need to panic if my Dd is still needing to linger at the UG level by the time she gets to 6th grade. This may very well be the case. Texas T. How much of the assigned reading do you read aloud for your 6th grader? Was your 6th grader reading all of his UG books independently before you started switching subjects to D? I don't know why I am having such a hard time wrapping my mind around the transition from UG to D level. Freesia your advice to do Core E first than switch to TOG is also something I have pondered. The advantage there would be finishing up American History in one year as opposed to two. And perhaps I would just throw in some easier books and activities for the youngers to follow along. If I did decide to go that route any thoughts on how I could best use that year to prepare my Dd for the D level the following year? For example, should I slowly transition my Dd to reading all of the history and read aloud to independent reading? I don't know why the D level seems so daunting to me, LOL. TracyP thank you for reassuring me that the younger kids can have a good experience with Yr. 4. The topics that you mentioned actually sound like they would be a lot of fun for them to study. I am also the same way, I have mapped out a zillion possibilities for history. For some reason switching to TOG feels like a final decision in our future history cycle, I guess that is why I am stressing over it so much. But it is good and bad to hear that the decision I make might not be so Final. :-) I still have a lot of pondering to do...

Thank you so much for taking the time to sift through my post. I appreciate you helping me visually lay it out. Which year do you think is the most ideal to begin D level work? My oldest will be starting 5th next year so I am not worried about her being behind. But I am really trying to be careful how much how soon I push on her because she easily becomes frustrated, she is a perfectionist, and I don't want to give her a bad taste for history. Also are the topics covered in year 4 difficult to do with younger kids? Again thank you so much for taking the time to answer me. I had a really difficult time putting my questions and thinking process into words.

I am trying to figure out what to do for history next year, and the years to follow. My oldest is 10 and will be in 5th next year and I am realizing that I need to start increasing her history (and other subjects) difficulty and responsibility level. I know for sure I want to use TOG for D and R levels. I feel like it is time to have our family all together for history, and I need the hand holding that TOG offers for discussions. At the moment I don't think she is quite up to D level work so I was thinking of doing UG level work next year for 5th to help her work up to D level by 6th. I think this would be enough to help her build up the endurance for more difficult and longer assigned history reading and assignments, and learn to complete them as independently as possible. Does this sound like a reasonable plan? My main questions are bolded in case you don't want to read through the whole post. ;) My bigger question is what year should I do? Which year of TOG would be easier to be starting D level work, Yr. 1 or Yr. 4? She is currently doing SL Core D (American History Yr 1). his has been her first partial run through American history. So I think it would make sense to continue next year in TOG Yr. 3. T I would also have a 3rd, 2nd, and Ker next year as well. Or would it be better to jump back to Yr. 1, skipping Yr 4. Would Yr. 1 be easier to be starting D level work? I know Yr. 1 topics would be easier for my younger kids. These are the two options I have narrowed it down to. So option #1 5th: Yr. 3 (UG) (will also have a 3rd, 2nd, and Ker) 6th Yr. 4 (D) (will also have a 4th, 3rd, and 1st) 7th Yr. 1 (D) 8th Yr. 2 (D) 9th Yr. 3 (D or R) 10th. Yr. 4 (R level) 11th Yr. 1 (R level) 12th Yr. 2 (R level) option #2 (skipping Yr. 4 and going back to ancients) 5th: Yr. 3 (UG) (will also have a 3rd, 2nd, and Ker) 6th Yr. 1 (D) (will also have a 4th, 3rd, and 1st) 7th Yr. 2 (D) 8th Yr. 3 (D) 9th Yr. 4 (D or R) 10th. Yr. 1 (R level) 11th Yr. 2 (R level) 12th Yr. 3 (R level) For those of you with young kids while studying Yr. 4 what do you do for them while difficult topics are being covered (i.e. WW1 and WW2, etc)? The only problem i see with skipping Yr. 4 and going back to Yr 1 is that will mean my oldest wouldn't have studied modern history until she gets in to 9th. Also as far as High School is concerned is there an advantage to studying Yr. 1 in 9th, Yr. 2 in 10th, etc. as opposed to starting 9th with Yr. 4, and then 10th Yr. 1 etc.? Does that make any sense? If there is maybe it would be better to Just go back to Yr. 1 next year, that would put her on track to be starting the 4 year cycle over in 9th. So in other words, which year of TOG would you say is the best for starting Rhetoric level in 9th? Ugh , I think I am way over thinking this. Help please. If you read this far thank you. :) Any and all advice and thoughts would be very much appreciated. My head is spinning from trying to figure all of this out, and I have no one else to get advice from on this topic. Hopefully some of this makes sense. Edited: Although my post is still confusing, my original was worse. ;)