Jump to content



  • Content Count

  • Joined

  • Last visited

Community Reputation

21 Excellent

About gracyomalley

  • Rank
    Hive Mind Level 2 Worker: Nurse Bee
  • Birthday 07/21/1968

Contact Methods

  • Biography
    Single mom/part time pediatrician, homeschooling 3
  • Location
    Bend Oregon
  • Interests
    Who has time? Would be reading, music, gardening, dance...
  • Occupation
  1. NO great advice here - 2E son was my most frustrating kid this year by FAR....hit puberty head on, decided he was dumb in math so didn't do it (and therefore fell behind, felt dumb, etc....), did lots of science so he's "done" with what we had planned for middle school there (he's finishing 7th), read some, wrote maybe one paragraph all year, but at least will now write complete (although almost illegible and with such interesting spellings you must decode) sentence answers to questions...although everything I chose for him was either "TOO HARD - YOU KNOW I'M NOT GOOD AT THIS STUFF" or "THIS
  2. I agree that at 12, if a child doesn't LOVE gymnastics, then going to the competitive level is probably not "right" for them - the time commitment is astronomical, and the energy/personal determination required large too. My daughter actually found the hours/workload/coaching differences much easier to deal with (as in she didn't actually even notice) when she was 9 than now at 11! Different coaches are different, and there are some with shall we say draconian methods - but even her loving/kind/raised them from babies head coach who has worked with her from age 5 occ. seems "mean" to girls w
  3. This is very timely, as I am in the process of setting up clear goals for my rising 7th grader who needs to take more ownership of his time management this year...a work in progress as I'm sure you all know! In general, I see 7th and 8th grade as pre-high school, and expect the kids to be able to do dual enrollment in high school for science lab classes, higher math, music, etc....(well we aren't there yet but that's my expectation if we homeschool high school successfully, anyway.) People, even on this forum, homeschool for so many different reasons, and the different answers reflect
  4. Just to be a bit of a wrench in the system, I do think that (with the exception of highly gifted kids), there is a time when those early learners sometimes seem to "stall". A 3 year old who teaches herself to read and write "appears" quite bright...however, when that kid is in 5th grade, still scoring in the upper percentiles on tests, but grappling with middle school level work and higher reading levels, she may seem "stuck" in the areas she hasn't matured enough for...and to a teacher of 30 in a classroom, the subtle differences between that kid and the other "successful" students will not
  5. Don't know if this is helpful at this point, but for my son with dyslexia and slow processing, whose anxiety has been much better with accommodations for his LDs, his tutor's first comment was to "never time him" on anything he doesn't already feel "smart" about. And frankly, that using fingers is fine....as were tables for times facts. I think at 8 he understood a lot of conceptual math, but facts were slow and sometimes he would freeze/refuse. With seperating his difficult areas he is now heading into algebra in 7th grade....and did his pre-algebra independently through k12 last year...sti
  6. I think at 5 its a balance, and different from kid to kid. All of mine tried a bunch of things then - art classes, dance, soccer, gym, swimming, violin, baseball, Spanish, to name a few. As the third came around the driving became a limiting factor, and there have been more limits on choices (and frankly, the olders became more involved in a few things, and those things became more expensive....) We "require" music and a physical activity/sport for each kid. At this point (8,10,12) if they want more than that they have to show that they can do well in academics and the 1st 2 before addi
  7. I totally agree about the difference between true "busy work" and skill review/practice - and all three of my kids hate even "review and practice" - a little busy-ish work with clear goals will do them good - especially if its not MOM telling them to do 5 more long division problems because they missed 2....I'm not against worksheets at all - just don't want to be buried in them! Erin
  8. We did MM 6A, then DS has been doing Thinkwell 7th grade this summer - which has all been repeat so far....he'll do pre-algebra in the fall with K12....subject and rigor wise, I think if a child did all of MM 6 and really GOT it on their own, they could go into Algebra without a seperate pre-algebra...but for my oldest, MM got quite challenging in 5 and 6, and as he's only starting 6th grade this fall I wanted to make sure he had formal pre-algebra before hitting algebra - IMHO that is what pre-algebra is all about - review and building on all the concepts (fractions, decimals, ratios, in
  9. Thanks for all the input. We have looked at Connections, however, we aren't doing this "full time", just for a few subjects, and can't do that with connections here - also I did Calvert with the olders in K and 1st and it wasn't my cup of tea....I'm hoping to be able to get around the busy work by only doing that which they need to meet the assessment goals...and the older 2 are doing middle school level course work, so hopefully there will be less repetition. I do have to say I am nervous about math, as all three kids are a year ahead and I am a stickler about math curriculums! We shall se
  10. I am looking for any advice from those who have tried parts of the K-12 curriculum, either on their own, or through a virtual school. We are entering official middle school for one kid, and middle school level work for another, and as I sit longingly staring at all my classical resources, I am embarking on part time on-line K-12 (through the local public school district, which is offering homeschoolers a part time option - very few strings attached at this point...) due to scheduling issues. My oldest is playing with the local adult symphony, as well as a weekly quartet and practices his
  11. We used the Plato courses with a 5th and 4th grader last year. My 5th grader got through all of Earth and Space and about half of the Life Sciences, 4th grader did only Life. Both kids did it independently and with a seperate experiment based class at the local university extension school weekly for hands on. I required they get 90% or above (both did easily) and take notes on lectures as well, which slowed it down. I think you could easily do 2 in one year if that was your only science and you have a kid who likes it. It was great for an independent thing I could send them to do, t
  12. Just an encouragement post, in that my oldest "repeated" 5th this year and its been a great idea. He continued to do higher level math and science and spend hours on his music daily, but has slogged along in spelling and writing, and his reading is now grade level but still slow so its hard to do the amount that a classical middle school education involves. Even in math he has "slowed down" some, because I am trying to get him more independent which means he has to read the stuff himself...but I think he'll go into algebra by or before his now 8th grade year confidently, rather than me still
  13. Very interesting post. I have 3 kids, all of whom test in the "above average" range on standardize testing (2 technically gifted and one not fully tested yet). They are also all very short. Both traits are genetic in our family - no great acheivement, just came with the package. Nothing to brag about. One child can play the violin like nobody's business. He gravitated to classical music as a toddler, CHOOSING to listen to full symphonies on his own. He practices 2-5 hours a day by choice. He has a musical gift. His siblings also play at a level "advanced for their age". They also
  14. What is she like with her friends? I don't mean at group activities, but when playing one on one? If things are fine in one on one or small group activities, especially with children with whom she shares interests, then "all's well"....if she is having trouble connecting with others even in that setting I would worry. If she hasn't had a chance to make any one on one friends, I would look at more small group or interest based activities...introverted kids (and a kid who wants time to study and read on their own is an introvert...) do much better when socializing about something they care ab
  15. 3 is definitely a step up from 2, in my experience. My daughter did R&S 2 at age 6, did a different curriculum at 7, then FLL 3 at 8, and has done R&S 4 this year at age 9...officially 4th grade and reading/spelling etc at 5th and above....it HAS not been too easy, but she has been pretty facile with it. I would look closely at 3 first before skipping, as although I felt the 2nd grade grammer was really truely 2nd grade level, after that they do seem more advanced. Erin
  • Create New...