nvm

which subject categories did you have? I originally planned on having English, Mathematics, Natural Science, Social Science/History, Foreign Language, and Electives. However, I'm thinking of breaking out "Electives" into "Fine Arts" and "Electives" because a lot of Fine Arts work was completed. I have some other thoughts, too, so I'd really just like to see some examples of what you all have done. Thanks!

As I'm continuing to work on my two eldest dd's transcripts, I've hit a patch of confusion. Both dc are currently "in progress" on a three-year integrated science sequence (designed by me) that will be ultimately equivalent to having taken Biology, Chemistry, and Physics. Then they'll each take a fourth science (a traditional course). Originally I was going to put Integrated Science 1, Integrated Science 2, and Integrated Science 3 on the transcript and put a note that together they are equivalent to Bio/Chem/Physics. However, I want the transcripts to look fairly similar to what colleges are used to seeing. I also want it to be very clear that each course was with lab. Would it be terribly awful to put the work down on the transcript as Biology (with lab), Chemistry (with lab), and Physics (with lab)? Is there really any benefit to doing so, or am I just overthinking things? The transcripts are organized by subject, if that matters. Thanks.

Take a look at this Open Culture page. It's excellent. Here are some other websites to check out- Duolingo - http://www.duolingo.com Mango Language (see if it's offered free through your library system) Langmaster - http://www.langmaster.com/lmcom/com/web/en-gb/pages/free-language-online.aspx And the already mentioned websites are good too. HTH, SuperDad

:iagree:

:iagree: It's a pretty normal behavior.

This is me.

:lol::lol:

:iagree:

:iagree: Not sure whether to :001_huh: or :lol:

Unfortunately this has actually happened to me. Of course, at the time it was VERY embarrassing... but at least it's a decent story to tell at parties.

Oh, no, I definitely believe in Scripture. Scripture drives everything that I do, say, choose, and believe. So for me, the first answer to a question like this would be a Scripture quote. But I've already studied Scripture and I feel like I have a good grasp of how it is directing me to raise my children. I want to explore other ideas. Does that make any sense? Sorry... I'm low on coffee right now. I like this.

...what is it? Please don't count Scripture. Thanks, and interested in seeing the results... SuperDad (who really likes CM's "children are persons" thing but isn't sure if it's the "one"... I'm shopping for a parenting mantra like some people shop for wedding dresses :D).

From tons of Internet research I concluded that the all-bases-covered social studies sequence for students considering highly selective universities would contain: World History (can be one or two years) American History .5 Government, .5 Economics And then an elective for the fourth credit (if you did one-year world history) Remember this is just one way to do it, not "the" way. World Geography is also a fairly standard choice... though I fear it may be going the way of Physical Science (once a standard 9th grade course, now dropped in favor of more "rigorous" courses for college bound students). For the elective credit you can really get creative... anything from Sociology to Asian Geography to Comparative Religion to pretty much anything else you can think of. And you can work in AP coursework too if you want to.

I love this combination.

I feel the same way as you. I think that the best way to understand books is to read them! My dc don't do anything formal for literature (we just do narrations and occasional discussions) until around middle school, and even then I'm constantly tweaking everything because I want to only include the *meaningful* work and not the pointless questions like the ones you described. I don't know how it will work out because I haven't graduated anyone yet, but I've been quite happy with the results so far. My dc love reading, and to me that's the ultimate goal of reading instruction. So, if this is a terrible way to teach literature, then at least you're not the only one ruining your children for life... I am too. ;) Interested in seeing other responses!

Here is what I'm currently doing with my little ones (especially dd(5)): Done on a regular (more or less) basis- OPGTR FIAR MEP, pre-Miquon, math games Latin, ASL, Hebrew, French (rotated) HWOT Plus tons of readalouds/books on tape, as well as tagging along with olders. I realize this looks like a lot. However, it ends up not taking up much time at all. I also don't force any lessons... anything we do, it's done willingly by the child. And a lot of this is done informally, e.g. foreign language stuff, which is just part of life.

I gather that that is indeed what happened. It's a local co-op group. The teacher will definitely not be returning. However, I am still very disappointed with how the director handled the situation. Everybody in the co-op already knows about what happened (it's a small co-op) so I suppose they can decide for themselves what to do. But I don't think we'll be returning for the fall term.

OK, I think I'll go with the A. That makes sense. I spoke already with the co-op director. Thanks very much.

Dd just finished a co-op astronomy class a couple of weeks ago - it was a one-semester high school level class. She really did not like the teacher (no one did; it wasn't just her), but I made her stick with it through the end. At the end of the class, we received the final grades, and I saw that dd received a B. I was :confused: because she received A's on all of the assignments, so I e-mailed the teacher and asked for dd's final numerical grade. It was a 98%. I spoke with the teacher and dd and gathered that dd should have received an A but the teacher didn't like her so gave her a B (it's definitely true that the teacher doesn't like dd, but when I asked the teacher specifically why she didn't like dd, she didn't really have an answer. I also have a very hard time believing that dd would be impolite or anything... her other teachers, including me, really like her! And she's a pretty respectful kid). I spoke with other families and some of them experienced this issue too. So now I'm a in a pickle as to whether or not to put the grade as a B on the transcript or change it to an A. I can see both sides. On one hand, I want to teach dd that life is not always fair. She received a B, so that is the grade that goes on the transcript. And I won't always be around to swoop in and save the day. But on the other hand, dd numerically got an A. She shouldn't have to suffer a grade loss simply due to an unfair teacher (or should she?). I want to teach the "life's not fair" lesson, but is it worth a lowered grade? I can definitely see dd applying to highly selective colleges, and she plans to go in a STEM direction, so even one B grade in a science class could really hurt her future. And if anyone questions the grade, we do have a notebook of work that she did and all of her test grades and such. I guess I need a third-party opinion. WWYD? Help!

CLE is very popular on these boards (I haven't used it myself, though, so can't offer specifics on it). That might be an option to look into.

WWW can also be Winning With Writing.

:iagree: Even if there had been a teacher and the textbook had been completed, I would still go with pass/fail. I agree with regentrude that something feels strange to me about weighting P.E. the same as something like Precalculus or Chemistry.

I agree with the earlier poster that he should take the placement test. Sometimes TOCs alone aren't the best guides. Once you have placement test results, you will have a clearer picture of exactly what he knows and doesn't know. I also agree that Saxon is fun when easy. IMHO, better placed too low in Saxon than too high. Overall, I would lean strongly towards placing him in 7/6 and accelerating through it (there are various methods of acceleration... test him directly out of lessons that he already knows, compact two or more lessons into one, assign less practice, etc.) before moving on to 8/7. It sounds as though it wouldn't take you a full school year to get through 7/6. so you'll probably be hitting 8/7 early whether or not you skip 7/6. After 8/7 you can skip straight to Algebra 1 (I think... the 1/2 thing sort of confuses me) which will accelerate him further. HTH

He's going to have to be if wants to get into a good college... or really any college at all.