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About 2_girls_mommy

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  1. If he is looking into selective schools, many request 2 SAT subject tests, and if he is planning on a science major, one will need to be a science and or math test.
  2. No, no confusion! If you stick with the cycle, you go back over history again, more deeply, and it all ties together! Having that understanding if how civilizations and inventions and religions and empires impacted each other actually made history much more relatable than learning everything separately as I did in school. Everything seemed independent of other events and I couldn't see the bigger picture.
  3. Yes, we have stuck with family style for my two that are two years apart for a lot of things. For the most part, that means sticking to similar subjects and time periods but not always using the exact same resources for each. It also means that they may participate in labs or experiments or cool art projects with the other sibling, when it really isn't anything that is in their current class list, if that makes sense. Like, we did a Biology year for our homeschool co-op last year. Technically my older had already done biology, but it doesn't mean she couldn't add to her biology learning by participating in hands on projects and field trips and watching documentaries and such with the family. Oldest does not have room in her schedule for a full on art class this year. But there have been a couple of projects that dd15 was doing that were just fun, and dd17 did some with her just for enjoyment. DD15 is also watching a series of movies for one of her classes. We often do that on the weekend and in free time so that the whole family watches. From at least one of those recent movies that dd15 was watching because she is studying fashion, dd17 then chose her next literature selection because she wanted to read the book. Currently we have such a big age gap (10 years between the older two who are two years apart and the ker,) that the little often follows along with them and jumps off when it gets to be too much. I will check out a book on Abraham Lincoln for her. I will read to all of them. Then she will color a coloring sheet as the olders and I watch a video at their level or move onto reading history at their level and discuss their current work. Then they do their own reading and writing on their own, possibly from different books from each other. Recently they all entered an art/essay contest by the local bar association at their own grade levels from k to 12. They all led the pledge of allegiance at a city council meeting and met the governor and looked at history exhibits at the city hall building, etc, for part of our government. Then the olders each have their own books they are reading, and we all do read alouds and videos together. Youngest will get bored in there and be moving on to toys or painting her nails or something, but she is around. And I do one on one projects with her often while they are doing their quiet on their own work like math or their reading and writing for subjects after discussion times. The little one does a coloring sheet on most topics that we are learning about and adds to her history notebook. She is very proud to have her own history notebook like the olders. I just google for sheets related to what we are doing or photocopy from one of our Dover coloring books in our collection. For lit, we combine some, and do some separately. I will do some read alouds. We read some together especially plays, and we attend plays together. But the older can read much faster and higher level books than the younger, so they also both have ones going on their own that I discuss on their own with them that they then write about as well. So yes, everyone has their own official class list for high school of what is officially on their transcripts. But everything overlaps, and I try to do classes together that I can, namely history and government, art, lit, and various electives.
  4. You might look at the Kate Snow books. I used the Preschool Math at Home last year and loved it. It was all games and hands on ways to instill math skills for a preschooler. I haven't actually looked at the addition facts one, but I am sure I woutld like it if it is similarly written. It sounds like you might like it too for some guidance of the games to play with your manipulatives. Personally I like a lot of hands on too, but I need the daily guidance of lesson plans, and have always just used Rod and Staff 1st grade math for K. Each lesson uses manipulatives (felt board pieces that you make) for the adding and subtracting along with visual posters and cards and such. I just incorporate the rest of my manipulatives into the lessons. So when we do clocks, we use my teaching clock (and a real clock marked with the five minutes around the edges is above her workspace too.) I use coins on coin days, not just the workbook pages. The curriculum gives me the lesson, but I work our hands on into it each day, adding plenty of learning posters and games and such that go with the skills being taught daily. I know myself and know I could introduce topics, but would not be able to build the daily skills in at the level that the curriculum does. Having the lesson plans made up for me each day helps me stay accountable to getting all of the daily counting and skills in that I might leave off parts of. But I definitely need the hands on with it and shake things up by adding in games and calendar time and other mathy things into the mix too.
  5. Mine used it in 9th grade. She was a bit young for it, and was learning the math alongside it for the most part, but she did well with it. It just took her longer than it took others. She had moved up in science with the same group of kids her whole life, who were older, and she just kept moving up with them. I didn't teach it, so can't give much feedback. She had a co-op teacher who was a science professor, so I trusted her judgement in picking texts, and she obviously liked it.
  6. Most definitely not in the first grade which is what I've used.
  7. Oh, and along the lines of the homeschool 101 type workshop, I think a you can homeschool high school workshop should always be there too. So many people worry when they get close to that age.
  8. I go to conferences every year. Yes, most workshops are people selling products, but the best speakers lay out some how tos in their workshops that you can take with you that day, even without buying their curriculum if you don't need it. My most useful ones have been: something for newbies on laws, general info about the language and types of homeschooling back when I started. Preschool education at home, practical how to provide an enriching environment, how their brains work and what benefits them. I sent to the same speaker at our local convention ten years between my kids for a refresher. Her info about how their brains and bodies work and practical info was amazing. Educational how tos like Andrew Pudewa. You walk out of his workshops ready to implement new methods the next day. Of course, SWB if you can get her is amazing on any topic. Special needs workshops on different issues, therapies that are recommended, and how to implement at home after further research. So many of us come across learning differences as we go and need guidance into where to go. Workshops from local doctors, therapists, homeschool providers have led me to sone much needed help and products over the years. These are always well attended at ours. And I still like some good encouragement, not necessarily all educational workshops too. This is a long journey. Hearing from good speakers who are in the trenches too or who have been there done that can be so helpful. 🙂
  9. In the reading TMs, it doesn't show you the pages of the student readers, so you can't see that. It does show you daily the workbook pages though. And yes, the older version that I have does have sight words. As I said, two a day, so that they can go right into reading. The newer version says it relies much more on phonics, so I would be interested in seeing it. But the reading instruction in the phonics program has them daily reading by phonics instruction and it takes longer to get through the phonics daily, because it is really training them in phonics! It is very thorough. So I have never felt like the little bit of sight words used in the beginning hinders learning phonetic reading at all with R&S. It is just to get them started in the readers. The sight reading pages are very short, but the reading lists they do in the phonics workbooks each day are much longer. To me the program is much more phonetic than sight words, even in my old edition. It definitely isn't for someone who wants absolutely none. But I am a phonics believer and have no issue with the readers. If the new ones are even more improved, even better.
  10. The BNRS is all Bible, so no classroom stuff at least.
  11. This is similar to me. Doing Spanish for the first time in years, so relearning it. We are in a modern history/ government/ economics year. We're covering a lit of these types of topics. And out of necessity- how to figure GPAs and file mid year reports. Not for fun.
  12. And here is another hint for storing away that might help you later. I agree with doing R&S on paper. We never marked in the books instead of paper or did them all orally (though we did do some orally because we always had a lot of writing going on with Story of the World and such too.) We did R&S as our main English all of the way through middle school and into high school for one of mine. My current sophomore has other things I am using for English review, but I sill had her pull R&S English the other day and do a lesson for some grammar review. The other worked fully through the high school books alongside her other stuff for the first couple of years. Anyway, they do sell the review pages, which are like little workbooks. There is not a page for every lesson. They are meant to be supplementary, like do the written work and assign a supplementary page of mark this sentence on this page for extra if your student needs the extra practice. As my kids got older into late middle school and were doing a lot of writing in other classes or in periods of times when they were heavily loaded down, we would do the R&S lesson orally and do the workbook page instead of the written work book only when we needed to. So you do have that option at your disposal once you have gotten the benefits of all of the copying/writing work, later too, or if you have a child with special needs at some time for whom all of the writing isn't super possible.
  13. oh, how long? I didn't even answer. At first I wont lie, it was taking me an hour and half to two hours to get through the full reading and phonics with dd. But we were adjusting. Now we can do it in an hour for both reading/phonics, all the reviewing, and the art I think. I usually start school with my teens and she plays toys. I usually work with her from 10-11 or so. I will try to do the 1st grade math speed drill in that time, review calendar and such with her. After that I can walk away, work with them, and get lunch started while she does the coloring and cutting and glueing of the art page. Then we pick up math later in the day after lunch. For her that is most of her school. She goes to homeschool group activities. She does a library class that has different themes. We read books. For February we are doing a bulletin board of February birthdays, so we are reading about presidents and St. Valentine and decorating the house with her art creations. We read stories at bedtime and she has shows she watches etc. I won't start SOTW or official notebooking for anything until the fall. But she does do Dover coloring books of history topics my olders are learning about and does crafts with them related to their studies and goes to museums and other field trips. It makes for a full enough day with R&S and leaves room for all of that exploring and free time.
  14. So I had to get my catalog to see which edition I am using. I am still using the 2nd edition of 1st grade reading/phonics, not the updated 3rd edition. So I can only tell you about it. The differences I see in the catalog for the 3rd edition look like good ones. They say less sight words, even more phonics drill and teaching to read via phonics. And the description doesn't list this as a difference, but I notice the TMs for reading and phonics are separate. I have one giant TM for 2nd edition that is half phonics/half reading in one book. It make for a giant book and switching from the first half of the book to the 2nd, with different sticky notes marking my different spots. I like the idea of two TMs. especially if someone just wanted to use the phonics program and not the reading, they could do so. That is what in the past I have done for 2nd grade. I dropped the Bible readers for real books and just kept up the phonics program over 2nd grade. So how much time? I just started this after Christmas and it has been ten years since I used it in the past. So we are not very far in. We have done the first six prereading lessons in the phonics and reading and about six regular lessons so far I think. Each reading lesson has 2 pages. Each phonics lesson has two pages. And then there is the extra reinforcement worksheet that is all cutting/pasting, that we add extra art to that my dd loves (like painting instead of coloring or adding cotton balls to the clouds, etc. We spice that one up and hang it up daily. We call it her art time.) My dd loves the reading portion of the lessons. it starts with a very scripted lesson and story time, introduces a two sight words a day which I put on index cards prior to starting so that I havethem handy and ready to go in a baggie for lesson time and that she can manipulate as we review each day. It gives you little gamey things to do to switch things up daily. Those really help me. Things like pretend you are on a picnic and pick all foods that start with letter C or play mailman and deliver the notes that start with the letter m. These types of little games are good to add in and work well for my kids at this age to make school time fun to start. Then after the story and discussion time (which is just a few minutes,) there are the workbook pages. They include coloring and reading with the words covered so far. Even by lesson 6 she can read the instructions herself because they use the words she is using. It does start with heavy sight words in the beginning in the my version: color words especially and then a couple new words a day. It says there are less in the new book. But I have always been ok with this because at the same time, you are doing heavy phonics instruction and reading phonetic sounds and words alongside if you do the phonics too which translates into reading BOB books or similar immediately. We use those at bedtime, outside of school time. If your kid likes coloring, cutting/pasting workbooky things this part goes well. Mine always have. I don't know if they are weird or if it is a girl thing. But this portion of the day is popular. It can go fast through the lesson time and work page, but mine takes her time coloring and enjoys it, so I give her all that she needs. The phonics portion is harder work for a kid not reading naturally, but it teaches it very well, so mine is picking it up. There are a lot of portions to the phonics two pages in my edition. We start with reviewing with flashcards and reviewing the past charts that you make yourself for the sounds covered so far (ma, me, mi, mo, mu, etc.) Then we have the little letter cut outs from the back of the student book in an envelope for manipulating them herself to make words and eventually used for spelling practice as the year goes on. If I remember correctly we move onto spelling included. Right now in the early stages I use them for help reading CVC words. Then you teach the lesson from the TM and do any gamey things. It is all scripted if you want to use it that way. Can be helpful, but you get the hang of it pretty quickly and it goes fast. And then the workbook pages contain two pages of work, plus a side list for reading strictly phonetically using the new and past words. There is a chart in the back for keeping track of progress of how reading is increasing. These pages take us longer because it is new for us, but after a few weeks I see we are getting a routine down, and we are getting quicker. In all, I do think it is a very thorough program, but can be time intensive. I skipped the entire unit one with one of mine who was reading better and did not need those early lessons. On busy days we will choose to do the reading or the phonics and pick the other up the next day, and we still have a full day of school alongside math and whatever reading or art we are doing. Hope that helps you some, but it could be slightly different from the newer edition too.
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