I'll address a few things... We also use SOTW. I either do the coloring/map work/comprehension questions OR I do a notebooking page. You are right, doing both takes too much time, and it's repetitive. Sometimes we will do a mix, like the coloring and write a narration on the back. Or the questions and they do a drawing for the notebook but no narration. I base it on what's available, important, ect. Our Science program has labs- but not worksheets. So they almost always have a science Notebooking page. If it's a quick lab it's the same day, if it's a long lab with a lot of writing we push it to the next day. We do science for a week, then history for a week so we aren't dealing with a several day gap when we do so. When I present a Notebooking assignment I either say specifically, "do a Notebooking page on cloud types". OR I might list on our whiteboard several options: Cloud Types, Meteorological Tools, Rain and the water cycle, Hot Fronts/Cold Fronts, ect, and let them choose a topic. One of mine likes to draw first, then explain his drawing while the other likes to dictate, and then draw. So at least that works out for me, I write for both of them at this point. I think expecting an hour and a half is realistic, especially in science with labs which ime takes forever.

I hear you. The solution that worked for me: timed (physically with a kitchen timer) breaks of 5-15 minutes. NEVER, ever ever over 15 minutes because that's long enough to get fully engaged into another activity/feel like school is over.

This has come up A LOT, so be sure to search old threads. I will only suggest for K-4, because that's my area of experience and I wouldn't expect one collection to entertain both a 2nd grader and challenge an 8th grader. A GOOD, well illustrated, collection of Mother Goose A collection of A.A. Milne A Child's Garden of Verses by Stevenson A Childs Book of poems by fujikawa The Barefoot Book of Classic Poems (perhaps this really could entertain both that 2nd grader and challenge the 8th grader. A true poetry unicorn).

Harmony Fine Arts (which uses Artistic Pursuits, FYI).

Both of my olders started chapter books at 4. Maybe I'd do chapter-ish books like Whinnie the Poo before that; books where each chapter is its own complete story but often linked to the next. As true toddlers they weren't ready for cliffhangers, though, even if they could technically sit still for that long. Plus, why? There are so many wonderful picture books! I wasn't in a rush, is I guess what I'm saying. And I avoided easy-readers (Frog and Toad, My Fathers Dragon) when I could, as read alouds. Both of those series were integral to getting my kids into the next stage of solo-reading. I've never run out of amazing read aloud ideas and I've never had enough good early easy readers. But mine aren't re-readers. My current 3yo is no where near ready for Laura Ingals Wilder. We are in the middle of Farmer Boy right now and it's 100% over his head.

We do intentional science, but on a long cycle; we do history for 2 weeks, science for 2 weeks, then art appreciation for a week, repeat. I maybe should have just answered yes, twice a week, but it felt dishonest. Keeping up with history AND science AND art on a weekly basis felt overwhelming (and unnecessary) for me right now. Plus having the focused time for big projects has been amazing.

I'm finishing up 2 this year, so not sure if j have enough experience to say. I've noticed many ELTL users choosing not to memorize the grammar terms as recommended, however, and wonder if those are the same that are having trouble wit retention? We memorized, and also plan on adding a daily sentence to diagram together with level 3 on our non-ELTL days to help.

My general rule is to answer the question that's asked :) So when the bigger boys were 3/4 and I was pregnant, they asked how the baby got out. So we talked about how I had a uterus, and a birth canal, and much to their surprise (? Even though they had seen me nude) a vagina and not a penis. They were satisfied with that. Then, eventually, they asked...well I can't remember how they phrased the question, but basically how does a baby develop? I talked about eggs, and fertilization, and basic month to month development of a fetus. They were satisfied. It wasn't until this summer, at 6/7, they finally came around to...but how is the egg fertilized? By the father. Which may have been enough for the 7yo but his brother wanted to know precisely how. Hence "the talk."

I love the idea of the poster! Duh, why didn't I think of that? And really love the cartoon idea. We do also study Latin, and that is how I introduced those terms- as root words. And like I said, he understood, I'm just not sure if he'll remember it in 6 months without focused memory drill ya know? And was also unsure if it was worth that focused drill right now. But if we are making a poster, maybe I'll just throw it all up there :)

No, that is helpful :). He's my oldest, so I have 0 guage of what's "normal".

So we are brand-new on our Beast Academy journey. We just finished the first chapter of 3a. He "got it" and all, but I also know a lot of the vocabulary will be in one ear and out the other, long-term. My gut says to put the following terms: polygon, quadrilateral, equilateral, scalene, isosceles, right, acute, and obtuse on our memory work list. Those seem important to remember. He already knew square, triangle rectangle, rhombus :) But what about the polygons with more than 4 sides? Hexa and deca and so forth? And what about the polyminos? Should we be memorizing those terms as well?

That's what I've been calling planning! Lol. I have a general goal for the year for every subject, "learn about earth science" or, "gradually grow to be able to narrate orally and then copy it in their own hand.", or, "finish Beast 3 A and B.". And, sure, for science I have a big ol' list of books to read and projects to do, or in math how many lessons per week I need to finish both A and B. Then I....go. And I cross off things as I'm going. And sometimes I add or detract to the list, or decide I don't have to finish that math book after all.

Holy thread resurrection, batman. And yes runningmom, I was trying to be funny :)

I love love, big heart love LOE. I've used it with success with two kids (so far) to read and write and that was after several other failed curricula (phonics road, 100 easy lessons, WRTR, ect and so on). That being said, if you aren't interested in the "frills", the games, the cartoons, the fun activities, then it's not worth the price. It wouldnt be worth it free. That's the POINT of Foundations- to be fun. If my kids would have sat nicely and worked on a simpler, get-er-done program, I would have done that. :). But they wouldn't. That's when you use LOE. PS, you looked at Reading Lessons Through Literature? That's a very clear, affordable, rule oriented program in the kind of the others you mentioned. It wasn't out yet when I taught my oldest to read, but if I didn't already own all the LOE stuff I would have tried it with my second. PPS, get yourself a moveable alphabet set (Montessori sites make nice wood ones). Then you can spell and such without writing :)

Mine does 6 "perfect" letters of whatever letter I've decided to focus on that day, and copies a short (5 or so words) sentence from a book we are reading. Probably 3 or 4 days a week. He also struggled with writing. I scribe for him in math for half his work :)

We place small stickers on them, with #s written that correspond to rock types.

Facts: If a parent is dyslexic then half their kids are dyslexic. Nope. I'm dyslexic and so far have 2 non-dyslexics and one too young to really determine but showing zero early signs. There may be a 50% chance but that doesn't = 50%. I'd disagree that children with learning disabilities are more likely to be homeschooled. While I too know many families that chose to homeschool because of special needs, I also know several that sent children to school to better serve their special needs. I bet it's all a wash. I'd agree that homeschooling parents are more likely to talk to everyone about their child's learning disabilities. ;)

I would move regular school time into that time period. :) There's also always crafts. Rainbow loom, braiding, knots, origami, and embroidery can all be stored in a small bag and done on the go.

I'm with everyone else. 3 hours sounds perfect for 3rd grade. Unless they are whining, bored, or on screens during all that free time, I'd leave well enough alone. My 2nd grade line-up: 30- 45 min of morning time (reading aloud, poetry, bible, going over the plan for the day, and memory work) 30 min of math 30 min of either spelling and Latin OR grammar and writing 30-45 minutes of either History, Science, or Music/Art. We cycle a week on each, reading books, doing projects, ect. Then he has a "checklist" of homework like reading for 30 minutes, practicing the piano, or any assignments from earlier we didn't finish together.

I'm partial to Miquon, myself. It's cheap, it's simple, it's fun, and it sets kids up with good math sense. Educationunboxed.com has videos that show the Miquon/cuisinare rod method to give you insight.

I think that's really personal, and depends on how much you care about Latin. If it was ME I'd let her join the other two in Song School. Because Latin is not a hill I'm willing to die on. But I'd also be doing that fully aware that SS1 is almost complete fluff and 2, while a big step up, only covers the very basics. She'd be going into whatever 7th grade follow-up program with only a small head start.

Yes, but in James and the Giant Peach, his parents are killed by rhinos, and her son enjoyed that book, so I was assuming he wasn't sensitive to violence. I wouldn't suggest ANY Dahl book to a sensitive child. They are all violent and dark at times, barring The Pelly and Me, I suppose.

My 7yo is very independent in his work. He does Song School Latin completely independent (watch DVD, listen to CD, workbook). Although I expect to have to jump in for SSL2. Spelling by Sound and Structure is mostly independent. I introduce new words on Monday and test him on Thursday. But he does the a section of the workbook T, and the b section W alone. He does copywork ala ELTL 3x a week, and picks sentences from whatever he's reading the other 2x. I give journaling prompts occasionally, mostly in list or one sentence form because that's where he is in writing. Sometimes I have him read something and then either do a drawing a picture narration, or record an audio narration on my phone (he loves this).

Nature study is a weekly, year-round, required subject. Not only weekly hikes and regular nature sketching, but also learning trees, flowers, birds, ect. It's an interest of mine, and my hunbands, and we find it generally enlightening. Poetry is a must. We read it daily and memorize it regularly. Latin and Logic will be required, but like you said, that's typical round these parts. I've considered requiring programming, as my husband is a programmer...but I'll probably leave that to interest on the end.

I've used two programs every way imaginable, lol. Using one until your stuck, then the other. Changing every chapter. Doing every/other day. Having one be my school-year curricula and the other a summer enrichment. Having one be the fun Friday math. They all worked. I say stride forward and you'll figure out what you want. :) In the end (this year) I decided to simplify. One math program per child!!!