I just requested to join ....but my eldest is only going to be 5, we won't be starting until 2014. I'm just a little antsy :) I am planning on starting the rhetoric studies myself this year. I also would love to glean thoughts from any social groups here. I have been wanting to ask MELMICHIGAN a question for awhile, if no one minds a slight hijack. You can PM me if you'd like. I believe I saw in your sig line (awhile) ago that you were using TOG, Phonics Road, and CW. I love the looks of all these programs but it seems way too much. Are you still using these? Do you use just pieces? Does the CW writing fit in in any way with TOG? I definitely plan on doing TOG and CW (starting primer in 2nd) but wondering if I should buy PR when my ds finishes LOE foundations. Thanks for any insight you might be able to give.

All of Robert Ingpen's books are beautiful but probably do not have the "lushness" you are looking for. Ps there are a lot of illustrations in the book...practically every page. http://www.amazon.com/gp/aw/d/1402768354/ref=mp_s_a_1?qid=1362086647&sr=8-12&pi=SL75

I'm not really the voice of experience here, but I would not sweat it. She's in her K year and while her older siblings may have gotten it faster, she just may need to take more time. As for LOE, if you started it in January, you should be in the lesson 35-40 range. At this stage this is still plenty of practice she'll be getting. It sounds more to me like a rushing/guessing problem than a blending problem. My ds does the same, when he starts to sound it out - he "thinks" he knows what the word is and then doesn't really pay attention to the rest. I gently correct him by asking what the end sound is... He looks at it, then sounds it out correctly. Using you're example: he'll sound out di and then just finish with what he thinks the word is...dip. I'll point to the g and ask "what sound does this make", he'll reply "/g/", I'll say "di" and he will follow with /g/, dig (sounded out). I may be way off base, but it does sound to me more like a fluency problem, which does for some take lots of practice. When you write new words does she do OK segmenting them for you? Have the individual phoneme exercises (beginning, middle and end sound recognition) gone well? If so I would just recommend more practice (maybe even play just some reading games) and remind her to take her time and look at each letter and sound out each before reading the whole word.

We are currently doing BFIAR (ds 4&3). We are having fun and we'll be continuing with FIAR next year. FIAR will be the core of our school time. I will be setting hard time limits per day for phonics, handwriting and math instruction, but will do FiAR activities and any rabbit trails for as long as the kids are interested. A great blog for FIAR ideas is http://delightfullearning.blogspot.com On the full site there is a pull down menu of her post for each book. A warning though - don't feel like you'd have to do all that she does. It's just an example and for pulling an idea here and there.

It looks like in addition to Henny Penny, Cinderella, Rumpelstiltskin, And Jack and the Beanstalk will be released. In addition, there will be a one volume set of 6 of the previously released books.

TheTom Sawyer illustrated by Robert Ingpen is a beautiful book. Good heavy paper, color illustrations on just about every spread and unabridged. It is also a real steal on Amazon. http://www.amazon.com/gp/aw/d/1402767625

This seemed so strange to me... I had to look it up. Apparently, I'ld was taught awhile ago (though I think not commonly) in some places like England and Canada and NE US. Shakespeare and Aldous Huxley also used it (one time each). I can definitely see a pirate saying it. Yeah, and I'm totally wrong about I had. It would be used for phrases such as I'd been to the movies or I'd read a book. I don't really talk that way, I'd (he, he) say I went to the movies or just plain I read a book. But I would say, "I'd better be going". Can't wait to start grammar!

I have never heard or seen I'ld. I'd is the contraction for I would. There is (as far as I know) no contraction for I had. Though I've (I have) is frequently used in front of it - As in: I've had enough! -smiley- but we wouldn't say I'd a cookie for I had a cookie.

I also have not read the book, I do plan on using TOG w/ my little ones. I am a very conservative Christian but I do believe in sharing other viewpoints and correct history. I do also feel uncomfortable portraying false gods in a positive light. So that's my background. What I want to say is that I think (from a conservative Christian point of view) that the premise of the OP is faulty. From my understanding, the OP finds fault with portraying a move from monotheism back to polytheism in a positive light as wrong. However, Amenhotep did not institute worship of the One True God, but rather of his favorite Egyptian god (and then I believe, of himself). IMHO, worship of one false god is not any better than worshipping many false gods. IF, I teach this book I would emphasize that the whole culture of Egypt worshipped false gods, and that Amenhotep destroyed the cultural landmarks and took people's choices away in order to increase HIS own power (and get everything his way). Tut was restoring people's cultural history and giving a bit more choices and power back to the people. Before beginning a book like this I would talk about how others believed differently then we do and that there will be references to how that person feels and thinks. While we do not believe that way, we can gain some insight into their history and some truth (or whatever you want to call it). In this case -about the abuse of power versus freedom of choice and a heritage. Not about monotheism versus polytheism. I would state that both Amenhotep and Tut worshipped falsely but Amenhotep used that worship for political power while Tut let the people worship freely. This story is in direct contrast of the nation of Israel which (of course) had its origins in the monotheistic worship of the true God and then had kings lead them astray into polytheism for their political power. I would definitely have a different perspective if someone wrote a story of Ahab being "good" and Hezekiah destroying Baal's temples as bad. I hope I was not offensive to the OP - and I do understand her point. I just wanted to point out that monotheistic worship of a false Egyptian god is not an ideal that can be pointed to as the "good" thing.

When my eldest was 3 I used resources from Confessions of a Homeschooler, 1+1+1=1, and 2 Teaching Mommies. I basically had a theme for a month, got books (fiction and non) from the library relating to the theme, did crafts, fine and gross motor activities (1+1+1=1 and Counting Coconuts blog are great for ideas), sensory play and Melissa and Doug type toys. My 2 yo ds did what he wanted with us. I planned out the year in the summer, printed any printables and used my library's online catalog to pull together book lists. It took a long time, but after that it was pretty much "open and go". We didn't do everything I had planned/prepared but it was so nice to have what I needed when I needed it. This year my eldest is 4 and my youngest 3. I have been using BFIAR with both and RS A, AAR Pre-level 1 and now LOgic of English Foundations with the eldest. I pull out our previous printables (I had laminated most) to use with my youngest when it ties in with our book theme. We all work on Homeshool Creations printables that go with the BFIAR books, do free art (painting, finger painting, watercolors, collages and play-dough), do science "experiments" from the book Science Play, and go on nature walks. I don't really "require" anything from my 3 yo. Unlike his older brother, he does not care for that many printables. So he does what he wants. Both boys just "picked up" letters, shapes and colors and numbers. Most of our school time at 3 is books and "hands-on" things.

We will be doing Intro To Science in the fall. My ds4 and ds3 have enjoyed Exploring Science this year. I believe they are now offering a kit for Intro available in March. I don't know anything about Sonlight except that a lot of people seem to enjoy the Berenstein's Bears' book of Science. I'm thinking about just getting that book on the "side".

I was going to suggest Ikea's Mamut collection. I'm about to break down and do the 90 minute drive to get it. Mr ds's table now is horrid! The Mamut table at our local children's museum has held up very well for at least the 2 years we've been going there and is very sturdy.

If you just started LOE with her a couple of days ago with her, I wouldn't throw in the towel yet. It has all of the things you asked for in a curriculum. Since you just started I'm assuming you've been working on the kinesthetic exercises with her. (Seeing/feeling how the mouth is formed when making sounds) and learning different strokes. As for the kinesthetic exercises, I thought the were really cool, my ds not so much. So we basically skipped them with me mentioning some facts. I did not follow the script or require my ds to "get" mouth shapes or tongue positions. Remember this curriculum was written with all learning types in mind. Those exercises are very helpful to non-auditory or non-visual learners. If it's not helpfully to your dd skip those. As far as blending and segmenting exercises go. There ends up being different ways of doing these (circling the picture, acting out the action or animal or going on a treasure hunt for the item. If your dd is bored with learning the strokes and the blending - it may just be too easy for her at this point. If you skip to lesson 6, learning the sounds and how to write the phonograms starts. She could easily learn the strokes while you demonstrate how to write the phonogram. Use the short directions instead of the long step by step. If she already knows her phonograms and can blend and SEGMENT really well. Skip to lesson 21 where word building begins. Alternatively you can do the assessment exercises A,B and C or just teach the phonograms 3 or 4 at a time until you reach lesson 21. Remember you don't have to do everything verbatim that is written down. There are lots of games played: acting out, races, shooting baskets, hopscotch, air writing sensory writing, etc. All that being said there is AAR 1. It just seems to me that she is chomping at the bit to get to meatier stuff. I think that also may be the case with RSA also. Again you do not have to follow it verbatim. The first handful of lessons in ANY curriculum start slow. If they get a concept move on. If they don't seem to "quite" get it- move on. It's K, they will get it again. Even with scripted programs you kind of have to go with your instincts on where you park it and where you breeze through. I have never seen the R&S workbook but I've seen others on here using it for 3 & 4 year old - perhaps that's too easy also. All that being said the heart of our day is reading good books, doing crafts, free art, science play experiments and nature walks. I spend about 10 minutes on LOE and 10 minutes on RS A a day. We get a whole lesson done in LOE in that time. B/c my son is 4, I really don't expect much from the handwriting just that he knows how to form the letters. We also don't do the handwriting sheets- just white or chalk boards, air or sensory writing. If your dd would like to spend more time than 10 minutes, I think you could combine a blending, segmenting exercise and a couple of letters a day. After all that I have to say that I'm hardly an expert ...I just started January 2nd! But there was a little boredom in my ds in the early lessons that is largely gone. I even get a little groaning at the start of lessons now but he is always having fun by the end. I just hate to see you throw out a solid curriculum that seems to be what you want based on early lessons. If you haven't read through the lessons in LOE starting at 21 to see if your dd would enjoy those and the games played then. Also remember you can shorten up some step by step instructions.

...yes today was yesterday's tomorrow. Got it? Does your child know the days of the week? If so i saw this chart with the days of the week listed across the top with a box under each day. The person made up three cards with the words today yesterday and tomorrow. Each day the child would move the cards to their new spots (they used Velcro). So on Monday you would say and point to" today is Monday, yesterday was Sunday and tomorrow is Tuesday. I believe there was a night scene picture in between the days to emphasize that night changes what day it is. It's just a visual indicator of how the words relate to each other and how they "move". I hope that was clear enough. I don't remember where I saw it and I don't know we'll it works. I've been meaning to make such a chart but haven't gotten around to it.

I'm unsure of my plans. We just started Foundations at the beginning of the year. My ds will be five in May and we'll be officially starting K in Aug. I planned on using foundations throughout K and starting Essentials in 1st. Though I don't know how many lessons it will eventually be or how fast we'll go. We do about 4-5 lessons per week, but I expect we'll slow down. That being said I really wanted to do AAR, but somehow got pulled in to buy Foundations during his first beta sale. We have been really enjoying Foundations though. So I may continue on, if there is another foundations 2. I may move to AAR, or do Essentials. Decisions, decisions, decisions.

My son was just like this. He'll be 5 in a few months. He has just recently "got" patterns and now he loves finding and making patterns every where. Where he finally picked it up from? - his limited viewing of Disney Jr. Shows, sorry to say. I don't know if it's the age or if its his favorite character. But we are having fun with it now during "school" time. Sorry I can't be of more help. I'm thinking if you keep gently introducing it then he'll grow into it.

I love Jerry Pinkney, I may have to order this today!

Right now (k-4), we are using Elemental Science - Exploring Science which uses the book Science Play. It's mostly experiments and very short explorations and includes nature study ideas to go along with each weeks theme. My 4 yo enjoys filling out the pages in his science journal. He "draws", or tells me something to write or we paste in our own photos or magazine photos. He's very excited to show his dad his work. We do go on a nature hike/walk once or twice a week at a nature center. We school 4x a week and do science every day in the afternoon. It is very short about 10 minutes. The first day I introduce our topic while they color the sheet about it. We might do something "handsy". The second day we'll do our "experiment", the next day we document it in our science journals and/or read a simple library book about the topic. On Friday we go on a nature walk during our "outside" time, then later on we'll put items, "drawings" or pictures into our nature journals and I'll write in whatever they want. That sounds like a lot but it is very simplistic and minimal. Next year we plan on continuing with ES's Intro to Science which uses the More Mudpies to Magnets book.

So far my 4.5 year old is enjoying it. I like that it is easy to follow and yet it is very flexible on how much time we spend on certain areas. I like how it uses different methodologies (visual, kinesthetic, and auditory) so that kids get a good sense of numbers. Then you can really tailor it to what suits your child best.

I was sooo excited when I saw this. Thanks!

I have a 4 1/2 yo & 3 yo. We do most of the ideas that Tawlas mentioned, but I thought I'd give the logistics of how it works for MY family (YMMV). Some disclaimers: we do "school" all day roughly 9:30-4:30 (though it really isn't school - it's mom supervised time) and we have a separate school room (which means toys in this room only get played with during "school time"). I use the workbox system - I have 9 boxes for my older, my younger is pretty much free to choose his. We go through the boxes and he gets a reward for doing them all. First we start off our day reading books (I currently use BFIAR and whatever theme of the week books I've chosen) Then Box 1 : is a craft relating to our theme/book, a printable/game/activity from 1+1+1=1, Confessions of a Homeschooler, or homeschool creations, and/or some activity that is related to our theme. Both boys do this with me. Box 2- Phonics with ds1, ds2 goes off to play with his toys. We just finished AAR Pre-1 now we're doing LOE foundations. Both of them involve physical activity/games - which keep it a bit fun. I set a 15 minute limit for this. But so far we are done before then. Box 3 : Together. Is a snack. It's funny how they get excited about ordinary snacks that are hidden in a drawer. We stay in our school room. I usually read a poem/ nursery rhyme of the week. Box 4: Together , some sort of building toys; I rotate this box every day. For us this includes duplo, wood blocks, marble run, tall stacker pegs, gears, or puzzles, or board games. When eldest starts getting bored (I know for some this may not work for some but thankfully for us right now it does (probably not w/ my second) we move on. Box 5: handwriting. We do the exercises from LOE foundations. I rotate different medium each day: salt tray, paint bag, chalk board, white board (We have 2 sided easel) and shaving cream. Then we do the worksheet or not. My youngest will continue with box 4 or join us. I have a salt tray and paint bags for him or he uses the other side of the easel. He also works on some LOTW sheets if he wants. I have a 15 minute time limit here too- but we have yet to reach it before the lesson is over. Box 6: Physical Time: together: These activities get rotated b/w; play outside (usually for a part of the time we do an activity that goes w/ our theme), nature walk (we go to a local nature center that has lots of trails), baking/cooking with mom - followed by outside play, playground. This is a about a two hour time frame. Since its winter - we don't always go out so we do rotate some indoor activity - balloon volleyball, bowling (using empty soda/juice bottles) and soon Wii fit. Lunch time followed by 1 hour quiet time looking at books (or not) or playing action figures (quietly) on their bed. I'm hoping later this will morph into independent reading time. After being freed from prison...umm quiet time, my eldest is happy to continue with school. Box 7 - Math time. We use RSA. It uses lots of manipulatives and games, so far it's been fun for him. My youngest can play with one of his bins.. But I have manipulatives for him too because sometimes he wants his brothers. Again, I have a 15 min time limit for this but we are done before them. Box 8 Art- Together. This is free art time - no instruction yet. But I may add in Artistic Pursuits - The way The See It in his official K year. I rotate daily b/w fingerprint, water colors, play-doh, brush painting on the easel, and sensory bin or paper collage. Again we usually do this til my eldest gets bored or is done with his art. Box 9 - Science - mostly together. I use Elemental Science's Exploring science. My eldest so far is enjoying it. I tie the units somewhat to the theme/book we're doing. We do the experiments at this time or put our "findings" in our science journal if it was a nature walk day. So basically the gist of our schedule is to mix academic and "fun" things and physical activity. I set a limit on academic time and an open time frame for fun boxes (but limit it to one toy) so interest wanes. Ps I move him on when I notice his interest lessening. I try to keep academic time fun and change up some materials/methods. I try to do fun stuff together (during which I pay a bit more attention to the younger). The younger has free reign to his toys during the older's academic time but has access to materials similar to what the older is doing if he wants. I keep things somewhat of a mystery/ surprise until they get to the box. My oldest basically knows the order we do things but he doesn't know how or what we'll be using. What's for snack ( yes I put their snack in the box). What kind of blocks/games are we building today. Using chalk, paint, or shaving cream? Nature walk, bowling, or baking? (We have paper chef hats that a local restaurant gives out to kids that I put in the box on baking day, magnifying glasses for nature walk, etc.) I know this won't work for all kids but to my son, it's like unwrapping a gift. Sorry that's so long, I hope one thing helps in some way.

My Kindergarten plans: Finish LOE Foundations Finish RS A FIAR books and activities Elemental Science: Intro to science My First Piano Adventure Maybe: Artistic Pursuits: The way The See It in addition to free art. The majority of our " school time" we spend painting, play dough, building ( w/ various types of blocks), playing games, outdoor activities and nature walks.

Hi! This is my 1st time posting on the chat board and I was hoping for some hugs & advice. I'm about to turn 40, and I wanted to try for one more baby. I got pregnant in Aug but had a m/c in October. My dh and I hadn't decided if we were going to try again. My period was late (based on the one cycle I had post m/c), I took a pregnancy test and it was positive! However, two days later I went to the dr's and took a urine test and they said it was negative. (They require you to come in and take a pregnancy test before scheduling an appt for the doctor). I went right out and bought another test and it was also positive. My problem is that I'm having a hard time getting into baby mode. I just feel like I'm going to lose this baby too. I finally got to an OK place when I got that negative result, which has got me stressed again. My dh thinks I'm over analyzing what was probably a bad test but I'm worried that my hormone levels are not right. I need to find some way to believe that everything's going to be OK. I think it also has to do with the fact that it took awhile to feel not pregnant after my m/c and once I did, now I am again. My other problem, the nurse said I had to wait two weeks and if I didn't get my period, I could come back in to take another test. But my Dr. told me after my m/c that if I got pregnant again to come in right away for high risk care. Should I go back and demand to make an appt. And do early appointments really make any difference? If you read all that, Thanks I just needed a place to unload since we're not divulging IRL.

I think you recommended these to me last year. My 4 yo loved them and it really helped transition him into chapter books. We are re-reading them now. Thank you. For the OP: My Fathers Dragon Series Bear called Paddington My boys loved the Michael Hague illustrated Wizard of Oz James Herriot's Children's Treasury Charlie and the Chocolate Factory Children's Book of Virtues and Heroes The are loving the old Raggedy Ann and Andy books Just So Stories Mouse and the Motorcycle Series Catwings Series Hope that is a help