2_girls_mommy
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Posts posted by 2_girls_mommy
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whipped cream every day on everything... coffee, fruit, puddings, oh my. 🙂
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6 minutes ago, cintinative said:
This is one of my biggest concerns about the challenge levels of CC. You have one person teaching six or so subjects. It is super hard to be good at everything. Plus, at least here, you can't teach Challenge unless you have kids in the CC program. So the experienced tutors who graduate their kids are not able to keep teaching. I had also heard that all of your children have to be in the program to be a tutor. Anyway, it seemed so silly to me to have someone spend years getting experience teaching challenge 1 only to have to boot them out when their kids graduate. Often times they recruit new, inexperienced moms for Challenge, and that just seems like a train wreck waiting to happen. They honestly charge too much for inexperienced tutors, and unless you are lucky and get a mom who has been doing it for years because she has multiple kids, that is often what you get. At least here, you can go to the UM school and get professional teachers who teach the same course year after year for only a little more money.
yes, these are all questions I asked at the parent information session I went to. The answers didn't satisfy me. And my kids weren't in the program ever. The semester I taught at the high school level (I don't know their official names,) the director said she had found out that she could outsource at the uppermost high school levels out of her pay, so she did.
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57 minutes ago, Dmmetler said:
ach
We did the SAT-10 with CC, and I got a hard sell to teach since I had a teaching license. But they wouldn't let me teach music across the age groups, which is my one K-12 certified area, and wanted me to teach challenge, when I'm an early elementary specialist for general Ed. The director couldn't explain WHY it was using the tin whistle, which is much harder to play than recorder (and is more key dependent), when there are hundreds of good books for beginning recorder.
Yeah, no.
This was me too. I teach Latin, not certified, but have taught in co-ops for years. It is what I put years of study and time into. I created classes and clubs at parent run co-ops so that my kids had a peer group for years. So CC courted me for a long time to teach. But I couldn't teach just Latin. I was supposed to teach everything for one grade level only. I stuck with teaching at my regular co-op for free with my kids. At one point I did get third party hired to "tutor" (teach) the high school Latin 3 course because the director found she could outsource high school. It was for VERY cheap, but I wanted to try it. I did it one semester. The kids were not prepared for that level of latin and neither continued after that semester with me.
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11 hours ago, matrips said:
They used to have whole wheat buns but they haven’t had them in a long time. I miss them! We do buy the whole wheat tortillas. And when I used to shop at Publix, I always bought whole grain pasta as well, but Aldi doesn’t carry that either. Maybe I’ll go back to whole wheat buns and pasta from another store, and not be concerned about the white bread bagels dh buys.
Our Aldi has the whole wheat spaghetti only, so we use that, but the the other noodles, nope.
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5 minutes ago, Junie said:
I wish I had kept more books from my own childhood.
My kids love going their great-aunt's house (my husband's aunt) and one of the things they love best are the books. The same books that I grew up with like Sweet Pickles.
I am planning to keep a lot of our books so that the grandkids will be able to read the same books their parents read. (I mean, I guess I might end up with zero grandchildren to share the books with, but with six kids that seems unlikely...)
I can always get rid of the books later, but if I get rid of them and change my mind it will take a lot of effort (and $$) to buy them again.
I remember the Sweet Pickles. One of my sisters had them that I read. I do agree that I will keep some of our favorite children's books. Everytime I look at my dd's copy of Ping, I think of the old copy I had when I was little that had been my mom's before me. We don't have anything from when we are kids, and I think it would be nice to have some of our favorites for my kids.
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The few times I had a yard sale, I felt like it was way too much work for what little I made. I started doing children's consignment sales twice a year, and make a few hundred a couple of times a year. The thing about the children's consignment vs a yard sale are that the people going to the consignment are going looking for children's stuff. You don't know what the people coming to your house are going to be looking for. Kids outgrow clothes, toys, books, sports equipment, outdorr clothing, etc. every year, so I am going through the closets and drawers every season. They get new toys, books, craft kits, etc. every holiday too. So getting rid of older toys and things to make room for newer ones only makes sense. Since I have to declutter twice a year anyway and change out all of the clothing, I find I do make money at the children's sales. (and a hobby of mine is extreme bargain hunting. If I find a ton of books on super clearance or art supplies or kids' clothing or whatever, I have no guilt buying them because we use from it what we want, I can gift from my stockpile, and I throw the rest into the sale with the outgrown, rotated items from our household. )
So just an idea if what you have is a lot of children's items. We even have stores doing this kind of thing with trendy teen's clothing now too, but I have never gotten into that. My teens aren't still growing, so they are getting rid of as much. If they wear something out, it isn't good enough to mess with trying to sell.
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Yes, mine eat whole wheat anything. If I buy bread, I buy whole wheat. Tortillas, bagels, etc. are white flour. If I make pancakes or muffins at home, I do about half and half whole wheat/white flour because I never mastered fully cooking with only whole wheat flour. Bread, I did used to make whole wheat or half and half, but lately, if I throw a loaf into the bread maker or dough for rolls I do white. Spaghetti noodles are easy to buy whole wheat, so I do, but macaroni and such is usually white, just because I am not going to whole foods stores, just trying to make affordable good choices where I am shopping. They have always eaten it because we have always had it. I do not think it would occur to them to get white sandwich bread because they have never had it. I did use to buy whole wheat hot dog and hamburger buns, but now I shop at Aldi, and they only have white.
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I love my books and curriculum, but I don't see my kids using most of it in the future. I know my grandmother passed down my mother's old textbooks to us. They were used when my mom got them to use in public school, so some were from the 40s. They apparantly still bought their own textbooks in my mom's public elementary school. I never have any use for these books. I don't have teacher's books to make lessons out of them. We have occasionally used some of them as just reading practice, but they aren't any high quality thing that I need. As precious as they are to my grandmother who hoped finally someone had some use for them, they just weren't useful to me. The one thing I liked was my mom's girl scout handbook. We are girl scouts, so I do find that very interesting to compare to today's materials and to show the girls in the troop.
I have one friend that is a 2nd generation homeschooler. Her mom passed down all of their old books to her and her kids. They never used them. She stored them forever, thinking she might need them and not wanting to insult her mom. She felt so free when she got rid of them because she realized she didn't homeschool the same as her mother did. She enjoyed going to convention and looking at curriculum and picking what works for them.
So I don't think that my kids will use curriculum that I have on hand, honestly, besides maybe Story of the World because we all enjoy it so much. But I also don't know how easy it will be for me to get rid of things. I have full sets of Rod and Staff texts, all grades. I have used them day in and day out for so many years. It would be SOO weird to give them up. But I also would love to gain back space in my house and to get rid of some bookshelves.
I did keep things forever after my first two. I did always hope we would have more kiddos. We had a ten year gap, but I did finally get my bonus baby girls, and we have enjoyed the same books that the olders used. I love that I have everything on hand. But it is time to start culling things behind her now.
It is very sad to me. I am a book hoarder. I need help.
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1 hour ago, Zoo Keeper said:
I
I let the R&S books be reinforcement of phonics. Just a page or two of PP each day at the child's pace.
I think I am the same. The phonics are introduced through our Letter of the Week activities at that age. The phonemic awareness pages in R&S just reinforce that.
Having basic teaching tools like a nice set of flashcards and/or letter posters with all of the letters around make this a full program. We did use Bob Books somewhere in there as the kids were ready too, before starting R&S 1st grade reading/phonics. One of mine was already reading pretty fluently when we got to the 1st grade reading and phonics, and so I started her in unit 2 of the 1st grade R&S reading/phonics starting with long vowel rules because the first unit would have bored her to tears. I did want her to have the Bible stories and the knowledge of the phonics rules she had internalized, so we went through with the rest of the year after that.
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So I haven't used any CLE (except for one weather/calendar workbook that they sell for like 3rd grade and their planner book which I really really liked, just using it with my own curriculum.)
But addressing the too much writing in the R&S preschool/K books- I never thought so here. We usually started the ABC series around age 4, working through one book at a time, plus the Bible coloring book simultaneously. We read 1-2 of the Bible stories a week while the kids colored in the books. Then we did a couple of pages in the current workbook 1-2 days a week. One day a week my kids always had co-op. We also did library storytime days pretty regularly, which was our school that day. And sometimes I did other things at home instead of the workbooks. (I really liked Kate Snow's Preschool Math at Home,) with my last dd. I also always did some kind of letter of the week with each of my preschoolers. Sometimes that was with other littles at a co-op. Some years, some kids I did it at home. So one new letter a week with a story, activity, maybe some wriring and just talking about the letter and sound throughout that week. Calendar practice at home. R&S Bible stories. R&S ABC series a couple of times a week. That was about it. We continued the same over K. And then I usually start the R&S First grade reading and phonics after the F book, a lesson or so a week of each. We never moved into the next round of ABC books. We stopped after that first package. Then we do the 1st grade slowly over the rest of K and 1st grade. I do start them in the R&S 1st grade math at the beginning of K too, if they are able to do it.
It is not smooth and perfectly lining up at the beginning of R&S for us doing it this way. One of my kids continued perfectly one grade level ahead in math. Started R&S English in 2nd grade and went up from there.
The next didn't do well with the R&S 1st grade math in K, so I put it away and pulled it back out in 1st, so she stayed at grade level in the math instead of the year ahead like her sis.
My current 1st grader did fine with R&S 1st grade math over K, but we didn't finish it over K. She worked it until halfway through 1st grade then started the 2nd grade halfway through 1st. But we just keep moving forward wherever they are.
So I am no help if you are trying to line things up perfectly by year. But by taking things slowly, not trying to finish anything by x date, we never found those books to have an excessive amount of writing. On the pages that had lines of letters to write, I may have done it over more than one day if necessary. I still do that. I pull out the same page for handwriting practice for my dd for multiple days.
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It isn't reading time for me yet. I get a lot of my really intensive reading done over summer break and Christmas break. I read a lot over winter. Some just for fun (like Andrew Ridgeley's book on George Michael,) but also a lot of literature. Currently, I am just reading through the New Testament. That is all I have time for.
Last summer I started a good book I'd like to go back and finish, Was America Founded as a Christian Nation? and I need to read Apologia Chemistry to get ready for working through it with dd next year. I usually try to read through relevant sections of Well Trained Mind each summer too. I have been reading the older grades so long that I feel like I need to refresh for some new ideas for my younger dd. I am sure there are things I did with the olders that I am forgetting these days. WTM might bring some of that back. I am going to a very small conference next month. Hopefully I will come out of there with some fresh reading ideas too. One of the best books I ever started but didn't finish was Holt's The Underground History of American Education. I had so many notes and a long reading list from when I was reading it. But I never finished it either. So that is also on my to finish reading book list, but I will be working this summer part time and driving my teen back and forth daily on top of my daily household stuff, so I may need to stick to practical for me stuff like the chemistry, WTM, and a Prentice Hall English lit book I have to make a plan for dd's reading next year. Those definitely help my homeschooling, but so do the histories I like to read when I have time.
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co-op!
My odd left for college this year, leaving her two year younger sister alone in homeschool and life for the first time too. Plus, with Covid our last homeschool group had to quit meeting. There were no musicals that we knew of for her to audition for with theaters being closed down. The girls in her level of girl scouts stopped meeting due to covid. Our council stopped having in person events. She did some zoom scout things, but it isn't the same. It was a tough transition for us. It was for most people this year. We had periods of quarantine this year on top of things.
But we did find a totally new co-op where we knew no one that was meeting in person. They had a theater group, and when they found out my dd is a dancer they added a dance to one scene for her specifically. She has made new friends. They have had out of co-op get togethers and have enjoyed their friday mornings together. The co-op is just what we needed educationally (mostly supplemental,) and met our other needs completely.
So it can work all work without you doing something and rearranging your whole curriculum for the CC. It did for us, even without knowing anyone. Your son already knows people.
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I use The Well Trained Mind. There is an orderly schedule of what to study and suggestions for a spine for each topic. So right now, 1st grade is Life Science: Animals, Human Body, and Plants. Right now we are on the Human Body unit. We use an Usborne Encyclopedia of Life Science as our spine and a book called, Arty Facts, Human Body Science and Art projects. We read a page of the encyclopedia and go to the online links from the book for videos and games and some activities online. Then we do a related art project from Arty Facts. And we do any models or read related books like Magic Schoolbus books or whatever on the topic. I bought human body and brain models to build when I found them on clearance. I have her copy a sentence from the encyclopedia and draw a picture into a blank notebook. For Animals I used a Nature Journal from The Thinking Tree for her to notebook about the animals we were learning about into.
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Yes, if you are working, just reading the book and doing the mapwork is plenty. Give them the coloring sheet if they like them. My dd7 can go to Sunday school every week and do nothing but a coloring sheet there and love her teacher and her lessons week after week. (She has a great Sunday school teacher now who does all kinds of stuff, but when they only did coloring, she loved that too. )
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SOTW and activity guide is the way to go!! I have used the activity guide to do art all the way to high school in co-ops, and used the scope and sequence of it to plan history lessons there too, assigning other texts to older students instead.
If it is the unstructured-ness of it that you find overwhelming, find a way to structure it for you. I always have a plan on how it works. This year, I am just reading a chapter a week to my 1st grader. At the time that we read it she colors a picture and does the mapwork. If there is what I consider a super easy project suggestion that I can do right then i do it. (Like some are board games or something.) Other projects I think are doable, but I need a Pringles can or something. So I just add Pringles to the grocery list, and we do it the next week. I do not always line the project up with that week's reading. We can be moving onto something else, but review Alexander the Great as we make a quick lighthouse the next week.
I feel the same about library books. I have a library day. I try to reserve the next coulple of week's books once a week. You don't know when they will come if if someone else has them checked out. In a perfect world, there will be a book on Greek mythology in my library basket the week of Greek mythology in SOTW. But it doesn't matter. We read those books at bedtime, as supplemental. So we may read something about the Trojan Horse a month after we studied it, but we can talk about remember this. Here's a great book about it.
Also, sometimes I get too many books on a topic, because I reserve all that my library has. Then I might just pick one that looks good and return the rest.
So I don't plan out my readings or projects. But we do them.
When my bigs were little, and I had two at once. I was more structured. I had to plan projects in advance and I read through the books a little more in advance. Back then I read one section of SOTW at a time instead of a whole chapter, so we did history twice a week instead of once a week like I do it now with LO. (reading the library books as part of bedtime reading means we are actually doing history every night anyway.)
The main thing is to make a system and stick with. Tuesdays are read the chapter and do mapwork day. Thursdays after math are project days. Pick up library books every Saturday so that new ones to tie in are coming in constantly. Just make a plan and do something in that time period!
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Your kids are the same ages as my olders were. I kept them in the same history sequence for all three four year rotations all the way from the beginning to graduation. My odd started SOTW1 in first grade, did Medieval, SOTW2 in 2nd grade, and did SOTW3 in 3rd grade.
The next dd was very young for the first two volumes. But it didn't matter. She did fun projects about the Egyptians and Greeks and Romans and all of the cool medieval stuff that she wanted to. Usually in preschool and kindergarten she just scribbled all over a coloring sheet as I read the stories aloud. But she was also there for all of the great picture books I read.
I didn't require any work of her until she was in 1st grade. By that time we were in vol. 3. So she got her first official WTM style SOTW binder in 1st grade. She did color sheets, narrations, mapwork, just like older sis. I just wrote her narrations for her while the 3rd grader could write her own by then. We just progressed. When we started the four year cycle over again, odd was in 5th grade ancients and the other was in 3rd grade. I read SOTW vol. 1 aloud to both. The 3rd grader did regular SOTW work. The 5th grader had a different book for maps (the Geography Coloring book from WTM suggestions.) The older one read from the Kingfisher History Encyclopedia and did outlines from it and wrote papers for her logic stage WTM notebook instead of SOTW narrations. So the younger one didn't miss out on SOTW1. She got it in depth when she was a bit older. When they were both in middl school, I did not read SOTW straight through. They used the Kingfisher Encyclopedia and did readings from WTM reading lists and did work from the logic stage. I did keep SOTW around. We actuall did some projects from it all the way into high school. Volume 2 especially has some great projects for medieval that we adapted into high school projects for art in 8th and 10 th grades. (I made them do a huge illuminated manuscript page with motifs, printed in calligraphy, and using foil leaf. We made life size castles out of giant cardboard boxes. We had a medieval feast and cooked dishes we researched and made elaborately, etc.)
High school, we switched things up some. My odd did WTM high school history assignments and readings for three of her high school years, then we switched to an online curriculum her senior year. But we kept them on the same rotation. I added in economics, state history, and government for each, so each ended up with a ton of extra social studies credits, but that was our goal.
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I did do reading lists in my course descriptions for selective schools that my dd applied to. I included everything we had made notes of that she had read, that I had real aloud to her, that we listened to on audio, etc. I separated the lists though into what was part of her studies and what was some of her free reading. I think I just had a note like free reading included: and gave a few titles.
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I had a sister who used to schedule her vacation weeks during our school year then come stay with me a week at a time twice a year. I finally asked her to do her vacation in the summer when we could take off to do fun things because it wasn't fun for her while we were doing school and having regular out of the house school stuff like scouts and dance classes instead of going to the movies or to amusement parks. So she changed her vacations to once a year in the summer. It worked better for me.
My sister passed away unexpectedly seven years ago. I would do anything to have her hanging around here doing nothing now a few times a year. I would do some school, but do some fun things too. I was young and didn't realize how fleeting those times were. So I vote have them come, do whatever you need to, but don't stress it. Be honest with them. Do school while they are there, but be flexible. Do Lori's suggestions. But more than anything, make those memories and don't be stressed.
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So we were in a co-op that had a great space and was large. At one point the host church would no longer host a co-op, and we found a smaller church with less than great space that we used for a year and a half. We were not thriving there (shared space for all classes, one giant room did not work well for a co-op with different classes. ) We did not have a new space at that time. So we kept up the support group side of our group- field trip once a month, kids day once a month (topic for the year that kids days and field trips centered around meant that kids day had a short lesson, craft and activity and snack for the topics once a month and holiday parties instead on valentine's day and Christmas.) and a mom's night out once a month. That way we only needed the church for the one kids day a month.
Since we couldn't continue co-op, I opened my home up to three like minded families. We did not do drop off, but for a year, we met at my house for science, latin, and some art for those interested. Little siblings played with toys and did crafts in my youngest's room with a mom. The middle school and high schoolers worked together on the other subjects as needed. it was a nice group for the year, and no stress on me, as Latin was my subject to teach in co-op anyway. The science teacher did all science. And I did art, but it was what I was planning on doing with my teens that year anyway.
The next year, we had another church to meet at, and now we have joined another co-op that fits our current needs. But working together with just a couple other families who wanted to continue working together on a few subjects was perfect for a year. I just wouldn't have known those families if I hadn't co-oped/support grouped with them for year prior to that, enough to know we had similar goals in a couple of subjects.
So it can work out. I wouldn't have opened my home to just anybodyfor drop offs. Other things I have done in my home are study group for Latin for National Latin Exams. But that was only with kids who were serious about Latin and exams from my co-op classes. We needed additional study time outside of regular classtime.
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I have been a member of homeschool groups and support groups with co-ops for almost all of our homeschool years. The best to me are the ones that are flexible, parent run, and affordable. That way, if the parents of the current students want to do a very strict curriculum for certain classes with labs and grades and accountability they can discuss it and plan it and do it, but if the majority wants more enrichment (even for high school,) and prefers to leave the stricter accountability to the parents at home, that works too. Groups that have holiday parties and field trips alongside co-op have been better, because if the families are only going to and from classes, there isn't time to get to know one another and make connections. Mom nights are good too.
I do not prefer paid teacher co-ops, though I am sure some do. In high school, if I am going to pay for a tough class I would like to go ahead and do concurrent enrollment or a class that is preparing for an AP or SAT subject test or something.
Currently we are in a half day co-op that has classes from preschool to high school plus a theater group putting on a play at the end of the year. This is perfect for us. PE for all grades, plus two more classes each. My high schooler has one class that does enough for a credit. But the rest are enrichment, with a few projects and assignments that are valuable (including public speaking and group projects,) that pretty much need a co-op in order to do, plus some research and papers and powerpoint types, but not enough to be overwhelming on top of our at home credits. This is what I have enjoyed most in co-ops. I want them educational, not super time consuming, and not dictating our curriculum. Not that we have never done a co-op class for a demanding subject. My odd did almost all of her high school lab science classes at co-op, completely doing textbook, quizzes, tests, homework, all dictated by the teacher. It worked for us at the time. But I have much preferred a more laid back approach. We do labs now with members from our old co-op, but we don't all do the same curriculum. It works better for me now.
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I have not read through all of these, but quite a bit. Thanks for updating what you are working on. I am still not clear if this is a school assignment or something you want to research and do on your own. But that's ok.
I have girl scouts. They have to reach out into the community at multiple levels throughout their older years to find a need in the community and come up with a project to help in that area and meet a lot of confusing requirements along the way to earn the highest awards. So I know how getting started on one of these is the hardest part. And I have a daughter in college, and if she was trying to start something as ambitious as this, I wouldn't want her to get discouraged. Finding something that clicks and that gives an idea as to a small project that you can do is not easy.
What stuck out to me is your experience and interest in the arts. I have artistic children. One of the benefits of homeschooling is that they can take classes or do volunteer work or join amateur clubs in the real world to learn about their interests or as part of their formal education. Mine are dancers. They got asked to try out for a community theater musical as featured dancers at one point which opened up the world of theater to them. The fact that they got to work with people who had studied theater and who worked in it even if part time in the real world was of way more benefit to us than a text or a curriculum or online course aimed at homeschoolers. The same goes for educational classes. When my kids studied Astronomy in high school they joined an astronomy club with a high school astronomy teacher that was leading it and that joined up with the city's astronomy club. They got all of the labs they needed building telescopes, setting up events for the public and learning from someone passionate about it.
That is my longwinded way of saying do what you are passionate about. If it is digital art, then find a way to hook up with homeschool groups or aftercare programs or scouts programs to volunteer to teach what you know and to help them set up ways to carry on when you step back.
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On 2/27/2021 at 10:14 AM, Junie said:
I've looked at Khan Academy and it just seems so confusing. I could never figure out where to start.
I need sets of lessons to work through online in small chunks of time. I don't want to watch lectures/videos. I just want practice problems in an online format that will progress through a certain level of difficulty.
Oh my goodness, yes. Trying to set up the classes I wanted my dd to take and all of the set up was just beyond me. Somehow after taking her PSAT she was able to set it up and do the math SAT practice which helped her get ready for her ACT which is what is required here, but I could never do it. I am not even trying this time around with my current high schooler. We are using practice ACT testing through the library.
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I think one of the main benefits of homeschooling is the ability to do hands on, real world learning in addition to the textbooks. So we do more labs than asked for. We do field trips. We take rabbit trails, do contests, go deeper into one of the subjects than a text might take us when it interests us or when something becomes available in the community like a class, a club with adults who know the subject, etc. So that is one reason I have never worried about just studying from a text and trying to hit every page.
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Since the pandemic started Amazon shipping has been weird to me.
2021-2022 11th Grade Planning Thread
in High School and Self-Education Board
Posted
Well my poor girl needs two math credits, so she is doubling up doing Geometry and Alg. 2 in one year. The plan is to do as much Geometry over the summer after work as possible, but she is planning on working, possibly two jobs, so it will be minimal, not a crash course, finish the course in two months thing. It will be moving steadily along one lesson a day that she can manage it. It took her three years to get through preAlg. and Alg. 1, but she is getting it now, so I think we will manage.
So Mr. D's Geometry and Alg. 2
English- home course, British lit and writing WTM style is what I am leaning towards at this moment.
Chemistry??? Got to research what will be best for us for this.
Art- I am going to do bookbinding with her as a co-op class. We are also starting a water color curriculum currently. She will pick many other projects along the way I am sure, maybe add a Skillshare class. I usually award a half credit for art, but might consider a whole credit for senior year, depending upon output.
PE- dance classes three times a week, possibly do some more theater if available and doable, plus co-op PE class (1/2 credit, the rest is extra curricular)
That is all I have for now. That is five or five and a half credits. We may add another elective. We will see what co-op is offering or if something presents itself this summer. For now, that is all she needs to graduate, and those four core classes are going to be intense enough for her, and she has completed more than the needed courses in social studies and foreign language. Plus, she will hopefully continue working part time. She is a girl scout, but has completed the highest award at this point, so she is only minimally active this year with Covid having shut everything down at council this year. There may be more opportunities for things there again next year. She was very active in several clubs and a youth board before this year.