Thanks for the clarification -- and yes -- I know all about those higher-order exercises in music, being a music major. Good point.

nm

That's a very good point, about important vs. good writers.

Plaid Dad, I've sent you a message about this.

You're welcome. (Elizabeth Bennett -- I love it!)

Like you said, Reya, we are learning to stand on the shoulders of giants. In order to do this, we must study them. Of course we will add in what our modern writers have contributed to the process. I view the CW program the same way I view piano lessons. We have to practice scales, arpeggios and the like, and learn certain foundational techniques. We also learn to play classical pieces. Then, but only after we have a foundation laid, can we break loose and vary the genre. We wouldn't have jazz without classical music, for example, but we don't study jazz first and skip classical music. I agree that certain forms of implementation seem artificial and contrived. So does practicing all of those major and minor scales. I hope we all understand that writing is an art form. You can only teach so much of it. Throughout history there have been artists, poets, musicians and writers of prose who have been self-taught, but have produced works of beauty because of their God-given genius and talent. What we do when we use a writing program (or what I do) is attempt to hone the skill of communicating to others. The authors of CW, who, by-the-way, are writing a Shakespeare course, and who both have PhDs in their fields, stress the importance of a good command of the English language. Do we have a good vocabulary? Can we say something several ways? Do we understand the grammar of what we read and write? This is why I love CW. Is it "artificial"? Maybe. I think I would use the word "synthetic." (Think of Bloom's Taxonomy). :) Great discussion!

:iagree: (I've really been wanting to use that smilie-thing!)

I have finally finished the HWT version of my Medieval Copybook. To download a free copy, use the link below: Medieval History Copybook, HWT This will be free for a couple of days. A shorter, manuscript version will follow at some point. I'll let you know when it's ready. Have fun copying "without tears"! :D

but it teaches the letters and phonograms in the order that they are presented in SWR. You will need to shuffle your pages if you want to teach the letters in alphabetical order. However, the order they use makes a lot of sense because of how the letters are formed. After teaching the letters, you'll be working on two-letter phonograms (sh, th, ee, oo, etc.). Even if you're not teaching these with SWR, these are good to learn because they are commonly used. I thought the worksheets were tedious, so I ended up making my own practice pages using my Zaner-Bloser font CD. I had more success beginning with "outline letters" that my dc can fill in, and also using the dotted letters than can be traced. My 9yo ds learned cursive after he had already done some manuscript work, but earlier than normal (beginning of 2nd grade), and his transition was smoother, though it could have been his age. He has very nice cursive handwriting. My 6yo dd is doing cursive first, and has had some frustration with it. Things are coming along, though, and she'll be fine. My older dc just worked through Zaner-Bloser handwriting books, and to be honest, did just fine. I don't remember any transition issues, and they have good handwriting (for boys) :D. Also, the ZB books were something they could do on their own, after some brief instruction from me. Teaching cursive first, no matter what method you use, is going to be more labor-intensive. So -- I'm not sure how much it all matters, looking back, and haven't decided what I'm going to do with ds2 and "baby in the womb." :001_smile: HTH,

To join the program, there is a $15 fee. You'll receive newsletters & posters and will be able to track and submit data (if you want) based on what you see at your feeder(s) each day. The website also has a lot of helpful information and photos relating to bird species identification (i.e. difference between house finch & purple finch or between the black-capped and carolina chickadee) Here's the link: Project Feederwatch HTH,

(This is the ideal schedule, which sometimes gets switched around.) After breakfast, we have a silent memory work time, followed by devotions, which also doubles as read-aloud practice for the children. (During memory work time, they are looking over their memory verses, current poem, and catechism question.) Next comes copywork, as follows: Monday - copy new memory verse (or trace a few words for the 1st grader learning cursive) Tuesday - begin copying weekly poem (one or two stanzas per day) Wed - continue with weekly poem, or new hymn Thurs - history copywork (from my copybooks, or from the text we're reading) Fri - anything or nothing After this, I do the history read aloud with the middle children while #4 plays with #5, and #1 does Omnibus on his own. (M,W, & Th) After this, I work with #4 (dd6) on her spelling log & cursive while #3 plays with #5, and #1 & #2 do math/algebra on their own. When #2 finishes math, he's in charge of #5, and I work with #3 on Classical Writing Aesop while #1 continues with his algebra (he takes twice as much time as #2 does with MUS Epsilon). At this point, all the younger children are then free and go play outside, while #1 and #2 do Latin. Then comes lunch, nap for #5, and Classical Writing for the older ones, followed by one hour of silent "book time" for everyone (#5 is still asleep). #1 & 2 have a couple more items to finish after book time, and by 4:30 we're usually completely done. That's a rough sketch. I can send you my excel weekly schedule if you like. It is quite tricky with a full house of children, but it can be done. One thing that makes things simpler is that I delay formal math & grammar until age 9 or 10. HTH,

Thanks, Jean. I was wondering about the amount of reading. BTW, would you like to sell your guide?

I emailed you. :)

Sounds good.

because the revised version has the student pages in a separate section at the end. I have the old AG, but bought a new pack of student pages to use. If you did this, you would have newer, better maps, coloring pages, etc., but wouldn't have to spend the money on a new AG.

Teaching the Trivium but because of the high price tag, I went with another program.

I feel that at younger ages, they just aren't ready for the abstract concepts. They can do it, but it takes longer, and it seems that when I start later, they pick things up faster and I still end up on or above grade level. I learned this approach from the Bluedorns' book, Teaching the Trivium. Anyway, that's why I wait. It's a philosophical thing.

Couldn't you use LLATL and pick out dictations from the readings?

When do you plan to start? We should be fnished with Level 5 this summer, and you could borrow my set.

This is what we use, too. Recent recitations (ages 6-13) include: "The Moon," "The Village Blacksmith," "Casey at the Bat," and "Horatius." I LOVE "The Village Blacksmith" and also the poem "In Time of Silver Rain," by Langston Hughes.

Are these "real poems" or poems like the ones in the English textbooks? (I hope you know what I mean.) :)

My ds is signed up for Omibus III, too. (The Tues/Thus early morning class). We're excited!

Yes - the Homeschool in the Woods CD would have everyone you need. The Veritas Press cards only have a few "people cards" for the time period. A friend of mine makes her own "Veritas-type" cards to add to the ones she has, using nice color-printouts from internet pictures and artwork. I think she even laminates them. From accross the room, they look just like the VP cards.

Is she struggling because she doesn't know her math facts, or is it in the process of doing multiple-digit problems? Also, is it worse with word problems?

nt