thegirlwhopaintedtrees
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Posts posted by thegirlwhopaintedtrees
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I didn't use anything at the preschool age, besides having my DD and DS retell me parts of the story and try to predict what would happen next and what clues from the book made them think that. I also ask what emotions they think characters are feeling. Now that my DD is going into 1st, I have purchased Teaching the Classics on the recommendation of a friend. I wanted a little bit more purpose and direction.
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I think memorization is very important but I don't think CC alone is enough or the right thing for everyone. Our two years of CC actually decreased my daughter's innate curiosity and her enjoyment of acquiring learning and made her resentful of having to repeat things so many times. She constantly asked for more information about the memory work. We decided to adapt the CC memory work to match up with our chosen curricula and to memorize in context. We will not be joining the CC community but including memory work every day. You could use any curriculum like MFW or whichever and add in memory sentences to go with it for those "pegs".
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I didn't think my kids would like Uncle Wiggily, but they ended up loving it. I swapped out another book (don't remember which) with The Teddy Robinson Storybook (which they also loved) and The Thornton Burgess Bedtime Stories (that one has a Peter Rabbit in it and is tales of animals so it may not work for you). It is easy to swap out books. There were cute activities to tie in with the Uncle Wiggily book though.
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PAL Writing is set up into three sections. Part A is letter formation, Part B is heavy on copywork, and Part C is the part that resembles the other IEW writing programs. I bought PAL for my DD (age 5) for the 3rd part and ended up using the first part with my 3 yr old (who is now almost 4). We all really like it. The 3rd part seems short (in terms of number of lessons) but each lesson takes a week to complete. The children are taught how to make key-word outlines using Aesops fables and short non-fiction texts, and are taught how to rewrite from those key-word outlines. It really is a gentle intro to IEW. We will be moving on to Bible Heroes in the fall. So if your older K already knows how to print letters, it shouldn't be a problem. You can skip along to Part B and C - we were already doing a lot of copywork through WWE so we skipped part B. And like others said, AAS is incorporated, but you can be on any level of AAS as the instructions say something to the effect of "Keep doing spelling 15 minutes per day."
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I am doing LHFHG with my 4 year old ( we are not planning on HOD for the long term and LHFHG is just right for him.) My 5.5 year old does another curriculum and is always wanting to join in with him to hear the books read and to do the crafst . She even loves all the rhyme times. We have a friend whose daughter started LHFHG at 5 and 3/4 and that little girl also loved it. We also leave out some activities - I don't think we have done any of the dramatic play activities for example.
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I just want to add that Classical Conversations does not follow a 4 year history cycle, nor does it follow chronological history in the first cycle. FWIW this threw me off this year and is the reason I am not going to continue with Classical Conversations.
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When we did CC the English grammar was not included in the songs. My kids had already memorized from FLL so we stuck with FLL definitions... and my younger kids also went with FLL. It made reading through FLL easier and it didn't really matter in our co-op classes or for the memory master testing.... besides I liked the FLL definitions better anyway...
Oh but for the prepositions... we combined the lists :D
We used the FLL definitions too. I also liked them better. We weren't attempting memory master so that wasn't an issue, but using the FLL definitions made it SO much easier to go through FLL because they have you repeat the definitions SO many times! I did use the CC preposition list though, and used the CC order of helping verbs and linking verbs.
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Thanks for the advice. She loves playing games and we did do a little more of that to prepare for the standardized test. I do think that I should try a different approach to it all. She's gone from loving school to not wanting to do it at all. When I ask why, it's mainly because of math.
My dd went from loving math to strongly disliking it too after SM 1 and using more games in my approach certainly helped her enjoy math more. I have tried switching math programs but so far, every one of them has resulted in the same frustration for her. I just have to accept that math is not going to be her favorite subject, though all the careers she mentions she wants to be are heavy STEM ones. In the end, and after wasting a lot of money, I decided to stick with Singapore and just add more RS games in. I also discovered that she loves Life of Fred so I bought her all the elementary books and she reads those on the side for enjoyment.
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I saw them at a Catholic Homeschool Convention. I really liked the looks of it. They are starting to make schedules for it and have the volume 1 schedule ready but not the 2nd and 3rd so it would be more like TOG where you choose what resources and books and activities you do and schedule it yourself. I'd rather use it once they have the schedules. I will look at it again when we go through the history cycle a second time.
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I saw them at a Catholic Homeschool Convention. I really liked the looks of it. They are starting to make schedules for it and have the volume 1 schedule ready but not the 2nd and 3rd so it would be more like TOG where you choose what resources and books and activities you do and schedule it yourself. I'd rather use it once they have the schedules. I will look at it again when we go through the history cycle a second time.
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I have used MFW K and it would be too light for her and I don't know that MFW 1st grade would be exactly what you are looking for. I used MFW K for my son when he was 2.5 to 3, but I modified it as a Letter of the week curriculum that tied in all those terrific science themes. Now he is starting LHFHG at 3.5 because he is already reading. We are only on Unit 2, but because of his age, he actually loves the rhyme time, and the science activities in Unit 1 he found fun, though I thought they were lacking. But I add in other things like reading from the other Burgess books (The Burgess Seashore Book, the Burgess Bird Book, etc and one that is on audio CD called Bedtime stories). He would love for me to read the whole Reddy Fox book in one go, but I am making him stick to that schedule because this particular kid needs to learn patience :huh:
We also add in a lot of Let's Read and Find out Science books and Rookie Science Readers (all available at our library).
For math , writing, and the R&S books, I let him do as many pages as he wants per day and not sticking to the schedule. I bought some ETC books to add to these to stretch it all out since right now he LOVES workbooks. We use Singapore, Miquon and Mathematical Reasoning K for math because he enjoys alternating for variety.
My DD is 5.5 and though she is the right age for LHFHG and enjoys sitting in, it does not challenge her in the least so I have Bigger to start with her in August when she turns 6. She's really excited about it and it will be just the perfect amount of work for her. I have no plans to use HOD for the long run so I am not worried about her being too young for later guides.
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Bill,
What about learning one-to-one correspondence via counting? Both my kids learned to count with counters to at least 20 and when they could count without their words being faster than their fingers (does that even make sense?) then I moved them to C-rods. I found that both naturally learned to subitize while using the counters. My son still has to count (the c-rod stair) to remember the color-number association of the c-rods beyond 5 or 6. So isn't some counting beneficial?
Sorry that this post isn't really related to the OP's original question, but I am sure I am not the only one wondering.
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My kids have loved using rocks and acorns they have collected as counters. I have found fun mini erasers at both Dollar Tree and Target which we also use for counters or making patterns. Our cuisenaire rods are indispensable and if you can only buy one thing that's what I would buy.
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I remember that I had to think through that when I helped DD with that same problem! I also thought reading to page 14 meant stopping at the beginning of that page. ie through page 13.
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For that age, I would just use the BFIAR and Sonlight reading lists and go to the library. If you wanted something directed for you and planned out for a letter of the week type of program that also includes Bible, I would recommend HOD and just add in the reading from BFIAR and HOD. SL P3/4 is pretty much just reading the books anyway and BFIAR does require more work on mom's part (or that is how I felt when we did it). We are using HOD Little Hearts for his Glory with my almost 4 year old (we just started this week) and I just love the simplicity of the guide and how little work I have to do (to prepare). We still add in lots of extra library books.
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I am using LHFHG with my almost 4 year old and he LOVES it. Just tonight at bedtime he asked if he would get to do school tomorrow (we had a field trip today and didn't do school at home). If your child can listen to chapter books and answer questions about what you just read, then I think he would be fine. Mine sits through things like My Father's Dragon and can narrate it with details and a good level of comprehension. He also was already familiar with the Thornton Burgess characters from an audio book we have called Bedtime Stories (it comes with a picture book of beautiful illustrations of those characters). So when I told him I had a book about Reddy Fox to read to him, he was very excited and he didn't want me to stop after the first chapter. My son is reading CVC words and is adding and subtracting. I really felt Little Hands would not be a good fit. I go year by year...if we decide to use HOD all the way through and he's not ready for a certain guide at one point, I will figure it out then. He was ready for LHFHG this year and what a shame it would have been to miss that sensitive period. Ultimately, you have to be the judge of whether it would be the right level for your son. Everyone told me not to do this. Maybe I will regret it later, but I know that for the moment, it was the right decision. I just thought I would share my experience.
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We use only PAL Writing. My friend uses PAL Reading and loves it. Her daughter needed an approach with more games and more sight words because she was very frustrated with sounding out.
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Yes, of course. I don't consider the cost unfair. :coolgleamA: As I am really evaluating my goals in joining CC and after having some lovely WTM forum discussions I am realizing two things. I have my OWN set of goals and I think that CC will hinder my progress with those; the goals I have for the kids are non-negotiable and I believe that in order for CC to work and be worth the cost we have to devote more time/energy than I initially realized. Second, memory work is one of the draws for me but when I break down the actual cost I'm not excited about spending that much. I also realized that my little ones will be "alone" in their classes as I can only be in each child's group once every four weeks.
I don't know. I guess that I am finally understanding what they'll be doing in CC and I realize I don't need it and I'm not willing to give up my previously determined goals.
I also have to give up my "free day" each week in order to do CC. As I truly count the cost for my family this is turning out to be a deal breaker. We need that free day and my physical health requires it :coolgleamA: . Must have time to grocery shop and take care of music lessons without spilling into the late nights or weekends.
Sigh and shrug. Oh well. I'm so grateful for this forum and the opportunity to toss around ideas and perspectives and experiences.
What I bolded above are two of our reasons not to continue with CC after two years of being part of a community. We will continue to do memory work at home, but make it more relevant to what we are learning. I don't agree 100% with memorizing out of context, though I understand the theory behind it. We are very sad to leave our group, but are excited to have a day to do just art and science and get deeply engrossed in a project, instead of waking early to get out the door in time to be at CC.
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I started AAS with DD when she was 3.5. She had started reading and writing at 2.5 and using invented spellings and I felt it was better to give her direct instruction in spelling before she began to internalize all the "wrong" spellings. She was very eager to begin because it was frustrating her that she was writing the words, knowing they looked "wrong". It was the best thing I could have done for her. We used the tiles, did only parts of lessons at a time and kept it fun for her. If she didn't feel like working on it, we dropped it for the day and tried again the next. It was very laid-back. We continue even now with AAS, even though she seems to be a natural speller, because she just loves it.
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I haven't read all the responses, but I feel it is important to read the Complete Writer (the beginning chapters) or listen to SWB's lecture on writing to understand where WWE is taking your child. If you just use WWE workbooks without knowing that, it will feel like replicating, especially if you start at the first level. I can't remember how detailed she explains writing in TWTM. WWE is my DD's favorite part of the day. If it is in her work trays, she will ask to do it first. I use it in conjunction to IEW's PAL (the third section) and have TWSS in the line up for the fall to go with WWE 2. SWB taught college level courses and knows what kind of writing is expected of that level. I trust that her curriculum will take my children there and that is what convinces me to continue. Of course, if DD didn't prefer it, maybe I wouldn't be as convinced?
I wish FLL was less scripted and more independent, but we plug along with it because, after WWE, it is on the top list of what my DD considers "fun" curriculum. Maybe I just have a quirky child. lol.
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Well, we are still going back to HOD next year, but I am having dd do the crafty type things on her own after our school day is over. The artsy/craftsy stuff stresses me out because I do NOT like those types of things, but she does. Like you, the entire reason I went with HOD was to put fun in our day, which it did. I just need to accept that my dd is not me and vice versa.
You didn't ask, but I thought I'd offer it any way...I would not put a 6 year old in Bigger. It is a LOT of writing for most 6 year olds. I would go with Beyond instead.
I appreciate your concern:) With any other 6 year old I would be concerned, but this DD was born with a pencil in her hand :) She just finished WWE1 and has started WWE2 and is working in FLL3. She also is in AAS 5 which has a LOT of dictation. She also reads at least at a 5th grade level. Like I stated, I want to bring fun into our day, but she also needs the challenge. If it doesn't fit well, I can hold onto it another year, but I do see it fitting. She could definitely handle everything I have seen from reading through the first week sample. Obviously it will get harder, but I think she will enjoy the break from what we are presently doing. She would still be using WWE, FLL, and AAS and so we won't really be using the right side of the Guide much. And we will not use DITHOR. I have no plans to put her in Preparing at 7 and we will probably do a year of geography and biomes. I just need one year off from doing all the planning myself. :)
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That's exactly how I feel. That a good education doesn't necessarily equal length of day. Last year we used Bigger for 2nd grade. School took us about 2 1/2 to 3 hours a day since I added in Spanish, art, and logic as extras. This year we took a break from HOD to study world geography. My plan was to jump back into HOD next year, but a funny thing has happened. We are spending less time with school this year (about 2-2 1/2 hours) than we did last year, but are covering more subjects. Chipette is really enjoying school and I have to say that I am much more rexlaxed this year.
Anyway, I love HOD, but some of the stuff in the guide seems so much like busy work to me. I feel like if I cut too much out then I'm paying a lot of money for a program that we're only using 1/2 of the guide.
*sigh* I hate February. It makes me question everything.
Interestingly, I want to use HOD next year because I try to put too much into my DD's schedule (for school) and I feel that if I used HOD it would force me to do less:) I also think that for my DD the projects would add a fun element back into school that I seem to be unable to do unless it is scheduled for me. I am leaning toward HOD in order to have a more relaxed homeschool day. But now I am second-guessing myself. FWIW she would be 6 but using the Bigger guide.
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I like it and don't like it at the same time. We've been in a community for 2 years but next year we will do a modified version of it at home. We love the community. The people are great. But, I feel like that day out of the house prevents us from accomplishing as much as I would like at home and we aren't getting to the fun projects at home as a result. I also don't like the majority of the science demonstrations and the repetition of the same artists and composers every three years. There are so many artists and composers out there to know about besides the ones CC has chosen. We want to do history chronologically and CC jumps around. Just my two cents worth.
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At our community, 4yr olds can no longer be in nursery and have to move up to class. I thought that was the norm across the board, so you may want to check with yours. My 5 yr old did great in cc when she was 4 .
Opinions/Preferences? VP vs. CC History Cards
in K-8 Curriculum Board
Posted
The CC ones also have the advantage of having the song to go with it.