I don't see that they specify which subjects to be covered every quarter either, nor how many hours of instruction need to be covered per subject... just hours of instruction total. Which leaves such an absurd amount of leeway sometimes I wonder what the point is of all the reporting. But anyhoo, just wanted to make sure I didn't miss it! I think I will go for it and possibly just report the little things we do for the subjects I'm not concentrating on during a particular quarter... just so there isn't a big glaring white spot, lol.

CHOW was written for 10 yr olds, so I think 13 is not too old. I think it's one of those books that, if they are a few yrs older, they have the potential to get more out of it. It would also be fairly easy to flesh out with activities, visuals, documentaries, or written assignments to beef it up a bit. I say go for it. Definitely would work for summer reading for a 13 yo, IMO.

You could study America and "modern world cultures" for a few years before you go back to the classical cycling? That might be what I do if I have to because I'm in the same boat.

We just started SOTW. Have you found it to be a problem with the sensitivities issue? Wondering what we'll encounter... They did already hear about somebody getting put in a coffin and thrown into the river to drown (and my son is leery about water - oy). I emphasized that the story was not true, so I think that helped. Now I wonder if this type of thing is recurring with SOTW? Please tell me it's not...

lol, I can understand it busting your bubble. It's a lot of effort to go through thinking your kids are going to love it and then they don't. If it is 50/50, though, obviously I wouldn't get rid of ALL projects... maybe you just need to cut them by half or more. I think part of the reason us public schoolers usually LOVED projects is because they were rare. So it was special. If your kids are doing tons of projects maybe the specialness has worn off and it's feeling more like work. So if you back way off, your kids might think the projects you DO do are more special and fun. My kids would love to do way more projects. Can they come over to your house? :)

I agree. He isn't ready. My boys (8 and 9) are sensitive, too, and I think that's a good thing. For one, it means they are really dealing with the morality of the issues at hand and not just saying, "oh, Hitler tried to take over the world, gassed millions of jews. Got it." Instead, they are horrified, like they should be... but we need to be careful not to assault them when they are young with things they can handle better when they are more mature and secure in the world.

Saratoga County here :)

That's what I'm thinking...

I think you can reign things in once you decide to do it. Starting is the hardest part! It might help to physically organize your home space to have a psychological sense of "all is under control." Then I think you know you have to tackle the electronics issue. It will probably be harder for a week but after your kids form some new habits it will be so much better. If you need "alone time" that the electronics currently give you, maybe do a forced "play in you room" or "quiet time in your room" thing where you do not come out until the clock strikes _____. Set an alarm (I use my oven timer for a lot of stuff, lol). If you don't feel guilty about your kids doing electronics too much, but you are still getting your quiet time, maybe everything else will be easier to navigate?

I'm thinking of doing science for a month or so, then history, then health, etc. Instead of science on Monday, history Tues, geography Wed, etc. I have a really hard time focusing on a lot of content subjects/curricula "at one time." To me, it's like reading 4 novels at one time and it drives me crazy (maybe I'm weird). But I also want to stay 100% within the law so I don't have any problems with my district. Does anyone know if this is kosher according to NYS regulations?? (And if it is, I'm wondering how to report on my quarterlies since they probably won't be impressed with total lack of "science" for one quarter, even if we do science daily during another quarter... :closedeyes: )

Very interesting point! I never thought about that. It is kind of a pain, especially when teaching multiple kids, to get everyone into the other room to see a visual on the desktop of whatever it is we are reading about and then get back to the couch. Hmm!!

Nope. But I plan to start tomorrow. My oldest doesn't feel so hot today, though, so we'll see if everyone else is still healthy tomorrow. Subject to change if anyone starts puking.

Susan, Can you point out any differences between the educational philosophies you affirm in TWTM and those of Laura Berquist, author of Designing Your Own Classical Curriculum - besides the obvious fact that Berquist advocates educating children classically within a Roman Catholic framework? I plan to read both soon, and wondered if you'd care to offer a comparison. Thanks!

:lol: "Mmmm" and "uh-huh" are better than what my husband says... Just the "huh?" part, if I'm lucky. lol

I agree. It seems like way too much. How long is it taking you to accomplish this daily? If it's taking longer than 4 hours I would definitely cut back as, IMO, you should be able to accomplish all you need to with a 3rd grader within 4 hours. My 3rd grader spends about 30 minutes on math a day (sometimes less if he does his lesson quickly) and he is progressing nicely. I would spend like 15 minutes on Logic (if do it at all at this age), 30 minutes for math, 45 minutes for LA (spelling, hw, grammar, writing), 30 for science, 30 for history, 30 minutes elective.

I have it narrowed down to what I'm leaning towards, and some things that I know I will stick with. I think besides what I'm going to stick with, I am going to fill in the rest with Christian Heritage Curriculum and add Memoria Press for geography & lit guides. At least that's the current plan. Ask me next month. lol

What are the big foreign language programs to look into? I'm thinking of Latin and Spanish. Is it doable to study both at the same time, or is that asking a bit much? I would not start them simultaneously. About what grade is ideal to start a foreign language? Does Latin count as a foreign language on a high school transcript? I've only heard of spanish, french, and german in public schools. So I wanted to make sure. I'm in NY. Just thinking ahead. Any other tips?

I agree on keeping it simple for the rest of the year. However, remember that you do have to provide *either* a list of materials used OR a plan of instruction in your IHIP. I think a plan of instruction is riskier (more for them to nit-pick, more details to potentially not get done), so I always list materials for most subjects and that is what I'd recommend for you. I only write a plan of instruction for subjects which I use no materials for like PE and art. In that case, I write "Plan of instruction includes watercolor painting, holiday crafts, collage-making, sculpting with clay." I don't say "...study one artist per lesson, twice per week, etc, etc" because whenever I list a plan of instruction I don't want to leave room for myself to not accomplish what I said - especially since you are supposed to give a reason if you ever accomplish less than 80% of what you set out to do. You can always DO more than you say. For PE I say "swimming lessons, soccer skills, bike riding, calisthenics." For Math I would simply list "Teaching Textbooks 4." If you want, I could email you samples of my IHIPs and quarterly reports. Or you might be able to find a completed one online. I think it would help to see it in front of you. One tricky thing at first is figuring out how to line up NY's subject requirements with the materials you're using. Like if one of your programs covers a couple of subjects on the list, which do you put your program under, etc. Once you figure this out it will be much clearer. Ditto. I plan to send in the first test results in 5th. I agree. I wouldn't go with a box curriculum especially since you're only trying to finish out the year for now. I wouldn't spend the money when you might only use half of it and not want to continue with it. Also, I think boxed curricula takes more getting used to than using a simple program for each subject. Personally. And you just want to get started. Here are the subjects you need to cover per NYS requirements, and some ideas/examples to go with them: English Language (Grammar, like Evan-Moor Grammar & Punctuation workbook. I don't know if Handwriting is technically required because it's not listed, but I always throw it under English Language) Math (Saxon or whatever you will use) Science (Evan-Moor Daily Science? Or just pick a few interesting books you can commit to reading. Check Sonlight.com) US History (List a text) Geography (list a workbook) Spelling (I would probably pick a cheap workbook so I could list a material and then follow that list. Otherwise you will have to figure out how to explain which word families you are going to cover. I can't think of a simpler way to write a plan of instruction, so I would try to list a material.) Reading (I list "Sonlight Reader Package 3." Or what about Memoria Press's Grade level lit guides? Or if you want to write a plan of instruction, I would write "reading fluency, comprehension, intro to children's classics." Writing (WWE, or whatever program you choose) Health (Usborne Encyclopedia of the Human Body) PE (sit-ups, jumping-jacks, simon-says, bike-riding, sledding) Art (air-dry clay sculpting, watercolor painting, holiday crafts) Music (Classical Kids CDs) If one of your programs will cover 2 required subjects, great. Just list the same program twice, once for each subject you need to cover. Like if you were using Smith English (I made that up, lol) and it covers Writing, Reading, and Grammar, just list Smith English three times. Writing- Smith English 3 Reading - Smith English 3 Grammar - Smith English 3 Math - Saxon 2 etc. For plan of instruction think of the *big skills* you are planning to cover. Not every detail. But, like I said, I think it's simpler and preferable to list materials whenever possible. And there, too, just the big ones. Not every library book you will read along with your main science text. Just list the main texts or spines. Only what you know you will get done. Hope that helps. If you have specific questions, let us know! I know you are a bit frazzled. I hope you can get off to a good start. Try to relax and enjoy. Once you do it all once it won't be such a mystery and you'll be able to picture everything more vividly. Good luck! Soon you will get your letter that says your IHIP is approved and you will feel like, "All that, for this?"

psst...What does LCC mean?

I agree to not make too much of it, but not ignore it either. I also would not let her hear you label her a "skeptic" as this will almost certainly influence how she sees herself. Also, I don't know what kind of Christian tradition you are from, but some denominations (especially the ones who are not infant baptists, e.g. Assemblies of God, baptists, etc) tend to place a lot of emphasis on the child making a "choice" to believe in or reject "the gospel." While this choice is reality of every Christian's life as they reach the age of reason, asking your child if they believe or not is asking for trouble, IMO. A child whose parents are Christians are in a special situation where they can (and should) be taught Christianity from the time they can understand. They shouldn't be asked "do you believe?" or be aware that their parents are waiting for "the big decision." To a child's mind, this is a lot of pressure, and rejecting their parents' religion wouldn't even come up on the radar for a lot of kids unless they realize it's up in the air. Christian parents should emphasize not "what we believe" but what is true. Emphasizing that "we believe x but others believe y" without also emphasizing that "what we believe is true and y is wrong," risks feeding doubts and worries and dashing confidence. If you come at it like "some people believe and some people don't" without emphasizing which is true and which is false, you risk your child wondering "which one am I? The one who believes, or the one who doesn't?" Rather, children should be trained to ask the question "What is true?" and parents should be prepared to answer it. Remember that it's impossible to not believe what you think is true. I think it's a parent's job to teach their child that what they believe is *true* and if they come to you with doubts and worries, address them seriously and bolster their confidence. Do not let them hear you label them as a skeptic or a empiricist or anything like that. Throw all that out if it doesn't even apply to you. :) Just thought I'd mention it because I think this philosophy plays a role in a lot of families and would exacerbate your issue. Practical things I would do are: Talk through some of the apologetic responses for the questions she's asking or doubts she's having. However, I would avoid introducing any new arguments against God, even if for the purpose of answering them. Sometimes that can be even more confusing and overwhelming. Stick to whatever she currently has a problem with. Again, I would be careful about having her take too much ownership of these doubts and instead treat them as some questions that are 100% answerable. Tell her that there are no questions she can ask that someone before (and probably hundreds and hundreds of years ago) haven't asked. And yet very, very smart people still believe. Read The Case for Christ for Kids. I believe there are 3 books (The Case for Faith, The Case for Christ, and the Case for a Creator). Visit ReasonableFaith.org and listen to William Lane Craig (THE best Christian debater I know of) or read his book, Reasonable Faith, to brush up on your own understanding of apologetics (assuming you could use it). If she would feel better with some historical evidence of God's existence, I would focus on Jesus' resurrection, which is a central-focus of WLCraig. Involve her more in faith-related activities, including good works: Visit a nursing home, collect food for the poor, help at a soup kitchen, etc. These types of things would help compliment the apologetics by not only giving her intellectual answers, but fostering a love of Christian morals (mercy, giving to the poor, etc) and God's people. Pray for your child's soul and nurture it. God has said: "Train up a child in the way he should go, Even when he is old he will not depart from it." (Prov. 22:6)

Exactly! I was thinking about the M last night, too! Like someone else said, I definitely think "always starting at the top" is only an effort to make it consistent for kids to remember. HWT even has a little jingle for the kids to remember to start at the top. Again, I think this attempt to make learning handwriting simpler back-fires. It's clumsy and not something most people will do long-term because it's not efficient and neat when you're writing quickly. It wasn't broke, and yet handwriting has gotten a huge over-haul. grrr

A ha! So the results of this poll might be skewed if the peeps who re-trace their line are voting the first choice. ;)

LOL Sure, it would be interesting. haha Just for clarity, too, I'm talking about literally starting at the top of the mountain, going down, then picking up the pencil to do the other side. I've seen lots of people start at the top, go down, then trace back up again and down the other side of the mountain as this seems much quicker and more fluid than picking up the pencil. lol Anyway, I agree with those who said that kids can make their handwriting their own at some point. I totally agree with that, but I just thought it is kind of silly to teach them a handwriting method that is not terribly a terribly "fluid" (I don't know how else to put it?) or efficient way to write when they can be taught the other way to begin with... like making a circle for the lower-case a and then going straight into the stick and down again without lifting up the pencil. My 9 yr old is still writing in total ball-and-stick the way his handwriting curriculum taught him and his handwriting would look much more adult if he would just "break the rules." His lower-case b's are also "stick, lift up pencil, ball" instead of making the whole letter without picking up his pencil. It is frustrating to me now because this is the way he was taught, and he keeps doing it, so that seems like a good thing except that this almost never looks as good as the way most adults write... the biggest difference seems to be when the pencil is lifted off the paper. Just recently I have coached him to start making lower-case a's the way most people do so it looks a bit more natural and neat. But he's having to un-learn the way he was taught to form the letters. <_< I know a lot of people have bigger fish to fry but it bugs me. I'm re-hashing all this because I'm starting over again with my 5 and 4 yr olds and I want to get them off on the right foot. I'm thinking of making a set of my own handwriting sheets, but I'm not sure.

Adding this to my list! Thanks so much!

LOL!!! at the sprinting. That's hilarious.