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2_girls_mommy

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About 2_girls_mommy

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  1. Lots of experience dealing with multiple age kiddos on this board, with all kinds of SN and learning differences. My odd has ADHD, but us also gifted academically. Two yes after her the next one has dyslexic symptoms, so academically has been more than two years behind academically. My next is ten yrs younger than her, and I homedchooled s niece in there as well. So when baby was born I had a 6th grader, 4th grader, preKer, and baby. Sorry- got busy. Anyway, I taught high school and kindergarten this past year. It's a challenge to patience and creativity. But everyone here dies it. When I had an advanced three year old learning to read I had an actually 18 month old along for whatever we did. School for a three yr old doesn't look like it dies for an elementary kid. My three yr old learned to read because she wanted to. We didn't need to exclude the one yr old from what we were doing. As I tried to explain, she learned to read on my lap at bedtime and naptine storytimes, with her one yr old sister with us. I read to them, but also spent time with the beginning reader sounding out words she could read and explaining sounds. The one yr old listening and climbing up and down off if my lap as we talked. I set them both up to do crafts together. The three yr old would practice writing her name or letters. This just always continued. The little one always thought she was doing just what the older was. Her "school book" might have been a sticker book while the older one did a letter page. No the little one did not stay at the table the whole ten minutes that older worked on a page. But she started there. I had toys that rotated out just for school. When I had a three yr old niece for homeschool and my own older elem kids,I started the day doing preschool songs and games with her. Then I had her help me take care of the baby while the bigs did something. Then I got out schooltime toy totes for her while I read to them all. Homeschooling little kids takes a lot if irgsnization- physically by having activities set up and organized and accessible that can also be put up easily, and mentally by just knowing that you're going to be "on" the whole day, making meals, cleaning up, helping direct activities, etc. There's nothing wrong with working with a kid who's ready. But the little one should be included. Show them both the letter cards. Expose her just as much as you show him. Give her every sheet he's doing, even if she just scribbles, or doesn't touch it all. Make it available. It's school for both of them.
  2. Most of us do school with our own kids with our own toddlers around. It takes patience. It doesn't sound like she's got any special needs?? And what phonics and math are you doing that she can't participate in? My kids were two years apart. The older was advanced in academics. We did everything together as much as possible. Learning to read was with them at napime and bedtime. My early reader sounded out words in easy readers with me. And I read from a couple poetry or picture books to both. They sat together for calendar time while little one was only 2, and she thought she was following along while we sang the months of the year and the days of the week. If we did math with manipulatives, she got some to do her math too- even if her math was just tossing them around the table or building with them. I always did school together with them. When odd was in third grade and we started foreign language worksheets, ydd's Latin workbook was a coloring book. I'd say get out your Latin books, and that was hers. She could color and put stickers in it during class time. We did a lot of playdough for her at table time. Odd would do a few minutes of what she needed to do, then get some playdough time too. Both at table together.
  3. I didn't know there were audios of the books! I need to look into that for my high schooler. She does better with audio books.
  4. always... I am: writing a latin curriculum. I had to learn to do Powerpoint, things in it I had never done, like the finer details of doing voiceovers, adding tables and such to do this. I worked on it last summer, but had to pick it back up. Plus, we took a year off of Latin studies here, as both of my high schoolers have gone as far as they are going, and I have a few years before I start with dd6, so this is perfect for keeping Latin fresh in my mind. The best way to learn is to teach! I am: doing Speech/rhetoric with dd15 this summer. We are meeting her requirement over the summer with a couple of free classes that are being offered right now. We did one Varsitytutors course on The Narrative of the Life of Frederick Douglass which included studying rhetoric in his other speeches and of other contemporary narratives. So I reread the book which I read quite often actually, but went deeper with it this year with her. Plus we are doing a class on the speeches of Abraham Lincoln through Ford's theater. They are doing one workshop a week on one speech. Very interesting. We did one of his minor speeches last week, something you don't usually read in books. I really enjoyed the insight they provided on why it was important. And again, using the Aristotle rhetorical triangle that we were studying for the FD class, we could look at it in his speeches. I am reading Was America Founded as a Christian Nation? by John Fea (I think that is the author, off of the top of my head.) I found this book from a workshop from a homeschool convention, and I feel it is a historian looking at historical evidence. I am liking it. We are watching the Great Courses Black Death that is available on Amazon Prime right now, because of current events, obviously. Very interesting, even though it doesn't fit into this past years or the upcoming year's chronology. It is my first time to go through a Great Course though. I have a couple on DVD that I got at a sale, that I am now considering for dd15's upcoming ancients year now that I know the format (and if they are in good shape. I got them used, and haven't tried them out yet.) I think that is the most of what I am self educating with this summer, on top of summer jobs... the writing job, a two week camp assistant job, a summer consignment sale, and home and kids projects: graduation party for dd17, starting driver's ed with dd15 next month, working on her Gold Award project with her, and gardening, oh my. It is enough! I am also sitting through a lot of online freebie classes with dd6- Michael's kids' club craft classes a couple times a week and daily church camp videos, since she can't go to church camp. So we do activities from those. I have learned some fun crafty things I didn't know before like how to make cute pop up cards. Dh got the best father's day card he's ever gotten yesterday. 🙂
  5. Be sure and take a break for your and their peace of mind! If you are new to this and trying to plan a successful year for the fall, plus all of the prep that that requires and trying to teach and research materials for now, it could get quite overwhelming fast! I am all about doing some work in the summers too. But don't get burned out! And maybe try to take at least a vacation or a week or more off completely before you start going at full schedule. A fresh start after a break is always a refresher!
  6. Seriously! Today I've got to email the last set of transcripts for dd17's final reports for this year still. We're graduating her this month. We're still sending out announcements for her drive by graduation parade that's in less than two weeks. I've not even started putting together dd15's transcripts after two years of high school. I need to get her going on driver's ed and SAT practice on Kahn Academy. And that's just summer stuff... And I have three part time jobs in the summer. One writing at home that's hard to find time for. One consignment sale that takes a lot of time, but will be over next week, and two weeks at a summer camp, which means no writing those weeks. So, I'm not thinking if next year yet. The main thing will just be figuring out a schedule though. Most things I've done before and can hopefully just jump into.
  7. Similar to above. We'd do pictures, look at new books and supplies. I usually have some surprises with the new supplies- stickers or fun supplies they didn't know about. I plan to print coloring sheets for dd6 to color and decorate that will be the cover sheet for her school binder. This year she'll have a SOTW binder and a folder for her completed math to decorate, plus whatever she'll need for our new co-op. I'll also have a fun breakfast, something homebaked.
  8. We love Rod and Staff for math and grammar all the way for all students, as does Memoria Press in their pre-planned classical packages. I get what a pp is saying about WTM has you planning everything and that's hard. But on the other hand if you try to buy a pre-planned out classical grade level pack for each kid, you're dealing with multiple levels of the same subjects constantly, when combining them where is possible can alleviate some of your daily time constraints. You'll spend more in initial planning time, but free up time by not doing multiple levels of every subject day to day which is where I need time- time to make dinner and do housework. So I'd look for a unit study or multiple grade level materials where you can like for science and history and art that fit into what you want to teach vs a full grade package for each child. WTM walks you through combining multiple age levels in a general way. But you do have to figure out the nuts and bolts of what that will look like in your homeschool.
  9. I am the same with hours. I don't count them besides in general thinking they roughly dance 5-7 hours a week minus roughly this many holiday weeks, adding full time camp weeks and rehearsals, here's a rough estimate. For health and home ec-, I have a half credit once for work done over four years, knowing they'd done way more than necessary for them.
  10. I gave both of mine a 1/2 credit of PE a year because of their sport (dancing.) They do it year round, so the rest of the hours I counted as extra curriculars,and I made the distinction on the course descriptions. If they weren't already dancers, I would have only required a half credit of PE. For a half credit each of health and home ec- yes, I gave my DD a home ec credit! It was everyday stuff we already did that I counted like learning reclpes and techniques and printing out for the fair (we enter yearly in live cooking contests, decorating, baked goods,cake decorating, etc, so learned lots of skills for cooking, plus sewing and needlepoint, and other and crafts,) learning nutrition, learning to sew from a pattern and entering in the fair, stating certified in red cross CPR and First Aid and babysitter courses, scout safety projects and field trips and cooking badges and gardening badges,etc. I have my kids responsible for parts of different meals and shopping, budgeting, etc. I purposefully had them get those skills and gave them credit because we put in the hours and I kept track of every project and contest that we did, plus co-op classes that were just enrichment based health classes, no bookwork, but lots of projects and activities on various health and home ec- activities. I just gave them a half credit o the school year that we did the bulk of the projects, but in reality I carried hours over the course of the whole four years. And yes, I noted that on the course descriptions that I wrote for schools that asked for them.
  11. I am no expert. We've only used geometry from mrdmath dot com. I was done teaching math to my odd after alg, lol. I don't know ow it stacks up to others, but it did the trick for her, so we stuck with them and Kahn academy after that on her own.
  12. We were off schedule in these from WTM. My dd's 10th grade year looked more like WTM's 9th as far as writing and logic. We got it all, but later. My dd's 9th grade was finishing a kit if WTM's 8th grade stuff- Alg, logic, WWS. But we got it all in. But she did four years of high school Latin and four years of science, so she was ahead in those. My next DD is even further deviated from the exact layout, but I still rely heavily on the overall plan. It's a good starting point for me, OP. She was two years grade wise behind odd, so her four year cycle didn't line up. But I just always did them together with resources at their own levels. Dd17 was using lesson plans from an online go at your own oace history this year with a lit of reading from primary sources. Dd15 was doing a unit study I the history of fashion that covered a lot of history and mapwork and even English on top of the elective history of fashion topic. So for her actual history, after she did all the research, writing, mapwork for that unit study, I just had her read a pretty basic National Geographic Am hIstory textbook and didn't assign too much work out if it since she do so much with the other. Both read from Great Books lists, but we only did one play together this year. The rest they did separately. But it still jkept it easier for ne. We did a huge Am History field trip vacation to start the year together. We watched the same video series along thexway, etc. Then next year she'll be back to ancients for junior year, medieval for her senior year.
  13. We are following opportunities too. There are some great free online things going on this summer that I'm able to combine with our current (kind of over) school year and our next year's plans to enhance what we're doing and to get a jump start on future credits for my dd15. She's getting speech/rhetoric mostly out of the way with two online classes. We're doing the free Pandemic unit study to wrap up her biology year, and watching The free Great Courses Black Death on Amazon right now. That's also hours towards her medieval history, when her official medieval year starts, even though we are finishing American history about to move to ancients.
  14. We just wrapped up year four in the cycle, and it was a heavy history year- Am. History (in context of world history,) state history, government, and economics in one year for my senior. I did not plan that out well. But they do all go hand in hand, so it was doable. My sophomore, on the same cycle, did not do the economics this year. I'll put it in another year. And getting Am. History earlier might have in the end served my odd better than waiting til senior year in some ways. But in the end it did all work out. We were used to the heavy history year every four years, doing state and moderns heavily in 4th grade (2nd for the younger child,) and 8th grade (6th for the younger.)
  15. I did use my own resources within the structure of the four year rotation, especially as I got more comfortable with high school and designing our curriculum or as I found material and lesson plans that fit the same purpose, but that I liked better for each subject.
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