Sorry I haven't--I was hoping someone would post a review of them for the OP! Thanks @cbollin! They are just two I've heard come up from time to time for similar situations (and have also heard similar feedback about Chem 101, but that some find it helps to pair with something else.) Anyway, I thought I'd mention them since I hadn't seen them yet on this thread, as possibilities to investigate.

Congratulations to you and your son! What terrific news!

That's alarming!

Just another thought--are you sure your dd *needs* science? Depending on your state requirements and on her college goals and the particular schools she might be likely to attend, she might be able to do something different (many schools don't require a "typical" science sequence as long as the student has at least one traditional lab science--you may be able to do something else entirely for her remaining sciences.)

Sounds like you have a good plan to go back to doing your own thing! I was very "SL eclectic" in the high school years--I cut the lists liberally and just did the things that really inspired me, measuring by time rather than quantity of books. I also always took a couple of days between books to just "sit with them" and mull. Some books more time than others. Think-time is valuable!

Have you looked at Chemistry 101 or Friendly Chemistry?

I would think some of the AAR readers would work. You could compare the scope and sequence for AAR 1 and AAR 2, and see what concepts overlap what he has learned already, and then see which readers might work. You can also see full sample stories from inside the readers to get a feel for the level. That might help you line things up. This page has PDF files for all of the samples and scope and sequences for AAR. For a brief overview: For Level 1, Run, Bug, Run has CVC words and words with th, sh, ch, and qu included. The Runt Pig focuses on words with two-letter consonant blends at the beginning or end of a word (like the s-t in fast or the f-l in flip), and also consonant teams ck, nk, and ng. Cobweb the Cat includes short-vowel compound words (cobweb, hilltop, bathtub etc...), short vowel plural words that use s or -es at the end (ie, glasses, boxes, cats...), and short open-vowel words (go, we, do...) For Level 2, What Am I? includes consonant blends at the beginning and ending of words (twist, stomp), 3-letter blends (spring, splash), two-syllable words with closed syllables (dentist) or with one open syllable (frozen, open...), silent E words, plural silent E words, words with WH and EE, "find gold" words (long I or O followed by two consonants), and contractions. Queen Bee includes words using phonograms er, ar, or, ed, oy, oi, aw, au, ow, and ou. It also covers the third sound of U (push), soft c words (like ice, face), soft g words (like cage, hinge), -ve words like carve, forgive, words using the "short U" sound of O (like front, mother), and words using the third sound of A (like father, squash, water) HTH some!

Here are 16 ways to make practice pages fun for those whose kids find the fluency pages tedious.

Maybe look for something that would let him place according to his current reading ability? He could do that with All About Reading--he could use the placement tests to start at his reading level and learn the multisyllable word-attack skills as he goes. He'd probably be in level 2 or 3 (the levels aren't grade levels, just sequential. Level 2 has 2-3 syllable words and starts the instruction on syllable types. Level 3 has 2-5 syllable words, teaches suffixes, and continues instruction on syllable types). I hope you find the right program for him!

Wow, that would upset me too--don't mess with a kid's writing like that! Makes me wonder why she thought that mark existed?!

The activities are optional and are there for reinforcement if you want. The fluency pages are important if you have a student who needs more practice. You could do more tile work and/or write things on the board and let your son erase after he reads them (for some reason, kids seem to enjoy getting to erase things, LOL!)

I was taught not to in elementary and high school. In college, I was taught that it should only be done rarely if at all, and then you should have a very good reason for doing so. Otherwise, best not to! (Another way to think of it is--be willing to accept the consequences if you decide that your stylistic choice is so important that it's worth breaking the rule!) That's what I taught my kids :-).

My dd had a really good semester overall. She ended up changing her major from pre-nursing to early childhood education & is loving it! She got to do some special projects with her instructor (like they helped raise money for teachers to get scholastic books for kids--a lot of families here don't have books in the home), and enjoyed her observations and getting to work with kids. She did run into an issue with remembering assignments and now has an interest in using a planner (I couldn't talk her into one last fall, LOL!). She'll end up with either 2 A's and 2 B's or 3 A's and a B, depending on how one of the classes ends up, but she's glad to be done with finals and all her big projects, and is really looking forward to the break! DS is on a gap year after finishing his associate's but recently started thinking about coding and is taking an online class on java script to test out his interest & see if he wants to pursue that more. We'll see how that goes!

Here's a link with some pictures. My kids always really wanted color too! And there is a HUGE giveaway - all 4 levels plus an Amazon gift card!

What I would do is ask her to come up with what her plan is for getting the work done. Does she know each lesson should take 2 weeks and that she has 32 weeks of work to do total? Ask her how many weeks there are between now and May (or whatever her ending date is), and then to map out her plan. If it's a good one, great, you'll let her run with it. If she'd like you to not ask her about it, she should be pro-active and give you periodic updates. This is what adults do when they are working on a project for work. It's great that she wants to be given this responsibility, and I'd encourage her to take it on. But she needs to communicate what her plan is--and having her come up with a plan can help her to see whether she really doesn't have one (other than procrastination and hoping to do a lot "tomorrow!")

I remember this one, loved it! Yes, we avoided co-ops and found other ways to socialize (we schooled 4.5 days per week with fewer weeks off in the summer in order to make every Friday afternoon a fun day, kids saw other kids in extra curricular classes, etc...) The one year we did an every other week co-op (because I wanted the speech opportunities), all the classes were a mixed bag--some kids read, some didn't, some weeks 3/4 of the class didn't show up etc... Not a fun dynamic!

I don't think it's unusual for beginning readers to kind of hit a wall when they first learn about silent E :-).

You know, now that I think about it--I was never assigned a group project in college! I had several throughout my other school years though. I preferred ones where I worked with just one partner--I had a couple that were really good that way. Some larger group ones were discouraging when one or more members wouldn't participate--but I remember one larger group project that had the opposite problem. One kid just took over and did everything and wouldn't let anyone else have input. I guess he was so used to kids not participating that he just wasn't going to do the "group" thing. It was hard to fight that! My oldest hasn't had any really bad experiences in college. His first "group" project they all chose groups & he asked to do it by himself & the teacher let him! He memorized his presentation and she said she'd never had anyone do that before. After that, he could do no wrong in that class! Another one was 4 people where they could never get a hold of the 4th member, but they were able to "assign" him some smaller tasks that he eventually completed so they got it to work out okay. Then he did several with one other student through a series of classes they did together, and it was quite entertaining to hear about some of their discussions!

This is such an individual decision--but I can tell you that it's NORMAL to have fears about homeschooling high school. It's also quite possible to do it and to do it well, and there are lots of ways to make up for your areas of weakness, depending on the level of help you need (sometimes it's just a matter of getting good curriculum, but there are also numerous possibilities to use videos for a subject, and even online classes if needed.) High school is work, but it's also just taking that next step and still doing what you've always done to provide your kids with a good education. You probably had fears before you started homeschooling too, and look how far you've come. I was downright terrified at times about homeschooling high school, LOL! but God is faithful and walks beside us each step of the way, and I'm so glad I had that time with my teens! And they were well prepared to move on. Truly, if you want to do this, you really can, and this board is one of the great resources you have for figuring out how to make it possible.

I often found the Horizons' levels were half a year to a year ahead when compared to some other curriculum. When my kids were going through it, I compared Ruth Beechik's recommendations for 5th grade from her book, Yes You CAN Teach your 4th-8th Grader Effectively to Horizons' scope and sequence for 4th grade and they were nearly identical. I had no qualms using the level one lower than my kid's grade (ie, level 2 in 3rd grade etc...). My kids went from Horizons 6 in 7th grade to Pre-Algebra in 8th (we switched to Math-U-See at that point) and Alg. 1 in 9th, and I was comfortable with that sequence--it was a really good match here. I'm not a big believer in doing Algebra in junior high though, unless the student is really showing readiness signs--I think it's important to go at a good pace for the student and lay a solid foundation, and there are lots of students who are better served by going a bit slower. So all that to say--you can do Horizons without matching book number to grade level and have it work out if that's the right pace for your student.

I keep thinking that too! Some of the descriptions of the lengths people go to to cheat--seriously, how can that be "easier" than just writing a paper?!

Wow! No, we've experienced nothing like this, and I agree with so many others--totally unacceptable!

I hope it helps! Doing things like switching out one phonogram tile at a time to make a new word can really help kids start to pay attention to all of the phonograms in a word. For reversals, you may find some of these activities for reversals helpful too. It can take time to help a student work through them, just do an activity or two each day.

I'd expose your student to a variety of types of essays and papers--argumentative, persuasive, research, compare and contrast, response, synthesis etc... Format isn't the most difficult thing--their classes will generally explain the type of paper they want. What's harder is teaching a student how to think critically and then be able to express themselves in writing. Can the student write a thesis statement and then clearly and logically support it? Use a variety of formats to help them hone this skill. I will say that of all the types of papers my kids have had to write, literary analysis was not even on the list for one, and the other only had to write one paper of that type (so far, anyway!)

You should reply to her with your WTM signature. Or bombard her with questions about high school!