Can I just say that DD10 misspelled her middle name just the other day! :blushing: DD12 was not quite 3, but she was an over achiever. DD10 was mid-3s, maybe closer to 4 (first name only, it's obvious that her middle name still gives her problems :P. DS was probably close to 5. He's still not a writer and he's getting closer to 6. It's just not something that interests him.

Our top 5 would be: blocks (wooden unit blocks and Legos at the bare minimum, but magnetic blocks, TRIO & pattern blocks are fun too) play sets (like castle, barn, dollhouse and the like with accessories) musical instruments and scarves wooden train set shoelaces (this is probably an item particular to my family, but DS loves string and shoelaces have been the longest lasting)

I consistently have 40-60 books checked out. They are stored in the large ottoman in our living room and it is only used for library books. After reading the book, it should be returned to the "take back" end of the ottoman. The girls usually have the current book they are reading in their room and I have one on the bedside table, but everything else is in the ottoman. About half are picture books for DS, the others are are for science, history and geography. I usually end up using all of the science as there are only 3-4 appropriate for DS's age. With history and geography, I check out books appropriate for both kids' levels and then they choose what to read. Getting them back to the library isn't a problem as I work there 5 days a week (and theoretically overdue fines shouldn't be a problem either, but occasionally I get those anyway).

We started yesterday. So far, so good. DD10, who has had a notoriously bad attitude wrt school has been fabulous. She has even asked to work ahead. Everything has been done for the most part, so I think in a couple weeks, our routine will be set. I'm really looking forward to this year.

We have the anniversary DVD of Schoolhouse Rock that has several social studies/civics related songs on it. We also watch Liberty's Kids, which is more history, but fun regardless.

I only used the worksheet book for tests and there was one pull out page for fractions I think. I couldn't see the point of doing the same worksheet every other day for days on end. Every once in a while, we did them orally (maybe once every 3 weeks or so) and called it good.

I agree. My plan is to start the day with Bible and Memory Work together, then work with my Ker for 30 minutes. I'll send him off to do his own thing (although I plan to have a few things ready in case he wants to do something more "schooly." Then I'll bring him back for history with DD10. We'll have a 2 hour break for lunch and exercise, then I'll start math with DD. Once I get her going, I'll do math with him and once a week wrap up the day with some science. Art is together on Friday afternoons. I'm hoping that the frequent breaks will be good for him. DD is embarking on quite a few new things, so I think for a while she will need more 1 on 1. I'm thinking that as the year progresses, she can take on a little more independent work and I can keep DS on track a little better. Overall, he already is nearing a 1st grade level in everything, so if he has a really relaxed K year, I'm not worried about it.

Times are approximate, but this is what it looks like right now. 9 - 9:30 Bible/Memory Work 9:30 - 10 Reading 10 - 10:30 Free while I'm working with DD10 10:30 - 11 Geography or History (lots of read alouds and a documentary/movie day) 11:00 - 11:30 History one day b/c DD10 has 2 classes that bump history down (so DS has more free time that day) 11 - 1 Lunch/Break 1:00 Free time while I work with DD10 on her math/foreign language 2:00 Math 2:30 Science (a couple days a week) On Fridays no math, but we have art from 1-3 A note, he doesn't usually use up all the time I have allotted for the subjects, but having times helps me be on track and provides a built in buffer b/c I also have 3-4 dc kids that need time & attention too. He will probably work about 2 hours a day (that's if he sticks around for history with DD10).

Got it bookmarked. Thanks! :thumbup1:

My oldest hs'er is just now a 5th grader, so I probably have no idea what I'm talking about. :tongue_smilie: Like you, I like the idea of the loop schedule, but I don't think it will work for my dawdler. I just see her trying to stay on one subject for days in a row and not getting anything accomplished. :cursing: But, if I had a child who was a willling/hard worker, I would require 2-3 subjects get done each day (or whatever you feel is appropriate to still stay on track overall). If there isn't a particular "love" for a subject, then do that first. For us that would be cranking out necessary grammar and writing to be able to spend the rest of the day pouring over whatever history project she's into. If you feel that there isn't enough material getting covered, you could always add a "special project" to the loop so the child could still move on in content, but work on the rabbit trail too.

Thanks for the ideas so far. I checked out a few books from the library today, so in the next couple days I plan to get something pulled together.

Looks great! Love the fabric. If you have time, could you explain how you use the pocket charts for the various subjects? Thanks.

We are doing author/illustrator studies every 6th week during DS's K year. Our authors are: Donald Crews Lois Ehlert Ezra Jack Keats Bill Martin Jr. Patricia Polacco Leo Lionni Tomie dePaola Jan Brett I also plan on hitting as many Caldecott books as I can for bedtime reading.

Last year was our first year homeschooling. I was really concerned with getting started and getting the basics in, so we didn't do much in the way of fine arts (the girls were in church choir and that was music). The girls had previously attended Catholic school where they started out in K-2 with an excellent music teacher and then she got cancer and retired. From that point on it became find a body to fill the spot and actual learning went out the window. So, with it being year #2, I feel like I have a little better handle on things and would like to add art and music into our weekly routine. I've planned our art to hit major artists and illustrators, but I'm at a loss with music. This stems from my own lack of knowledge on the subject. I don't know who/what a 5th grader should know. I don't have money to spend on a curriculum, so this is something I an piecing together myself. Our local library has a wealth of books, CDs and videos that I can check out. I just need to know where to place my focus. Does anyone have any suggestions for composers, musical terms, instruments, etc. that are necessary to know by 5th grade? TIA

Here's another site with lists. I used the lists and plugged them into spelling city. I'm all about free--we're budget strapped as well.

Here's another free spelling source if you are interested. Last year we used the Splashes from the River Spelling program. I like their activities and the dictation sentences were ok.

Since you are under budget constraints, you might consider Houghton Mifflin's free online add-ons for your younger. You can choose your grade level to tailor it to what she needs. There are on-line manipultives, practice sheets and word problems to go along with each section. Last year I used Saxon for DD10 and she was miserable. This year I picked up a $10 Houghton Mifflin book off of Amazon and will supplement with pages from this website. I'm not actually sure that you would need the text book as long as you were able to explain everything. I just like the idea of her having a book.

I'm guessing that history and science are adequately covered in the enrichment program. Look's great to me. A side ? since your DD is in 5th. My 5th grader, while I could assign that much independent work and she would do most of it, I have trouble with keeping her accountable (especially in the neatness and fully thinking things through--I get a lot of 5 word sentences for answers when a paragraph would be more appropriate and she's able to do that). It seems that even though she is able to do the work independently, she still needs consistent monitoring. How do you deal with that?

What about just making a list based on a certain word family each week? Week 1 is -at words and include at, cat, that, bat, sat, etc. Plug those into Spelling City and then you can generate handwriting worksheets and she can play games. You could also make a list each week to go with whatever she is doing in OPGTR. I would tend to go with letting her believe her spelling is fine and as she reads more and becomes familiar with spelling patterns, it should self correct. The two of you could also make a word file where you write some of the more common words she uses and add them to a file folder or index card so she can refer to them for the correct spelling.

This is kind of me too. TRL and Saxon are open and go, but our geography, history and science are mostly made up by me, so I need to know what comes next and have things prepared accordingly. I hate to be in the position Monday morning where I'm scrambling to figure out what we going to do. As far as scheduling times, I don't. Sometimes we get in a history mode and do it for 2 weeks straight and then move on to something else. Other times, we'll plod through each subject every day. I try to make my plans open enough that if the interest isn't really there that we can move through material that I deem "need to know" and let the rest go, but if the kids really want to delve into it, I've got a few starter ideas sketched out and have materials prepared (library books, art supplies, etc.).

I've never heard of Meet the Masters before. I already downloaded it and it looks great! Thank you.

Johnny Tremain and Jefferson's Sons are the two we've listened to most recently. I'm off to check out Hakim on audible.

I'm looking for a book (aren't we all! :tongue_smilie:). I believe it is an African folktale about a boy who travels from village to village and in each village he makes a trade. He trades up in each case and by the end of the book, I think he might have ended up with a piece of gold. Anyone know the title of this story? Also, sort of unrelated, I'm also looking for children's story books that tell of adopting a child from Africa. Thanks for your help.

I was wondering the same thing. The answer is probably going to be the same as with everything else homeschooling. Do what works for you. :lol: Personally, I think there are Bible verses that one should know as part of general knowledge, because they are referred to often. I'm more the type that wants my kids to be familiar with the books/lessons of the Bible and be able to find what they want/need, not necessarily quote it (although if they do, then great). Given that, I will probably do a mixture of both. Right now, DS is working on memorizing the continents and oceans, so that will probably be our first card.

Old Yeller, Where the Red Fern Grows, Bridge to Terabithia, A Wrinkle in Time