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Lori D.

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Lori D. last won the day on September 20 2013

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About Lori D.

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    learning, reading, gardening, leisure hiking, film buff, and Rock Band game bassist

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  1. Agreeing with MamaSprout -- it's at a middle school level, but fine as a short high school summer supplement, or just for fun extra. You mentioned thinking of using the book and guide as a spine for a semester long class... For what subject?? The book does not cover quite a few of the topics that are normally covered in an Economics course, and very little of the topics for a Personal Finance or Government course. And even with the guide, the book is extremely short, so I think it would be hard to use it as a "spine" resource. Also, the author is very clear that he writes from a Libertarian POV, which is often placed at the extreme right on the political spectrum -- just in case you would also like to provide some balancing viewpoints. Side note: since you're doing Gov't during the election year, you might also find Maybury's Are You Liberal, Conservative, or Confused? to be a useful supplement. He lays out the different political philosophies very clearly; again from a clearly stated Libertarian POV.
  2. Lori D.

    Pets...?

    lol -- No way we're as "hard core" as your parents! 😉 We just have 1 pet at a time -- 1 dog. Although... we do volunteer as puppy sitters for our local Guide Dogs for the Blind puppy raiser group, so when there is a need for a sitter, AND it fits in with our schedule, we get to help with the raising of a dog that will go on to the Guide Dog campus to become a guide! SUPER cool and fun. We go to the meetings and learn the training techniques, and then keep up with taking the dog in working jacket out whenever we go anywhere. We have loved being able to volunteer to be a part of this amazing ministry (well, we think of it as ministry 😉 ), and we get to do it as much/as little as works for our schedule. And, because our current pet is a dog adopted out of Guide Dog program who didn't have what it takes to be a guide, we have the whole puppy raising group who know and love our dog who are happy to jump in and dog sit at any time WE might suddenly need to leave town. 😄
  3. Oh! Forgot two more -- I've been trying to list things that perhaps are less likely that you've already done 😉 : - The Wolves of Willoughby Chase (Aiken) - The Extraordinary Flight to the Mushroom Planet, and sequel: Stowaway to the Mushroom Planet (Cameron) The Mushroom Planet books are OLD now (written in the mid 1950), but there's something so charming and innocent and appealing about the 10yo boy protagonists in a spaceship just their size, visiting a planetoid just their size 😄
  4. Lori D.

    Pets...?

    Not a large family here, AND we ARE dog lovers and have had a dog for most of our married life as well as for all of the lives of our DSs. I actually can't imagine NOT having a dog as part of the family. And having an animal in the home can be a wonderful way for children to learn responsibility and empathy by caring for another living creature. HOWEVER, animals in the home is not for everyone, and that's fine. BUT, most of all... pets are a big responsibility and require a lot of time and money. If that is something your family can not do at this time or in the foreseeable future, then I'd just be straight-forward if a child asks: "We don't have the time, space, or money to be responsible pet owners. It would be selfish of us and unfair to the animal to become a pet owner without the resources to do it well." If a child ends up with a burning desire for a pet, there are options for interactions with animals without having the animal in your home: - child can do petsitting for neighbors, caring for the animal AT the neighbor's house - child can volunteer at an animal shelter - child can participate in 4-H, as a partner of another child who raises the animal (like, rabbits, chickens, or even livestock) at the OTHER child's home - child can volunteer with a service dog puppy raising group, or other organization that works with the animal of special interest to the child - a teen child could work at a pet store
  5. More book challenge thoughts as Frodo sets out on his quest... ____________________________ FELLOWSHIP OF THE RING - BOOK 1 chap. 3: "Three is Company" Tolkien says that this line was a motivating reason for writing the trilogy — to have a story and a world where someone would speak this line of his invented Elvish language: “Elen síla lúmenn’ omentielvo, a star shines on the hour of our meeting” The sayings that the different races have about one another -- lol! 😄 Gildor the Elf [to Frodo who asks if he should wait for the tardy Gandalf]: "That Gandalf should be late, does not bode well. But it is said: Do not meddle in the affairs of Wizards, for they are subtle and quick to anger. The choice is yours: to go or wait.’ Frodo [to Gildor, about his advice]: "And it is also said... ‘Go not to the Elves for counsel, for they will say both no and yes.’ " Another example of the theme of Providence: “...Our paths cross [the paths of others] seldom, by chance or purpose. In this meeting there may be more than chance...’” [said by Gildor to Frodo] Gildor, in parting, speaks almost a blessing or prayer over Frodo who has expressed worries about finding wisdom and courage to continue with this quest: “‘Courage is found in unlikely places… Be of good hope... we will send our messages through the lands. The Wandering Companies [of Elves] shall know of your journey, and those that have power for good shall be on the watch. I name you Elf-friend; and may the stars shine upon the end of your road...” _________________ chap. 4: “A Short Cut to Mushrooms” Sam’s threshold or point of no return moment -- his complete commitment to Frodo and the quest (a type of life-changing spiritual decision?): Frodo asks Sam: "Do you feel any need to leave the Shire now—now that your wish to see [Elves] has come true already?" Sam replies: "Yes, sir. I don’t know how to say it, but after last night I feel different. I seem to see ahead, in a kind of way. I know we are going to take a very long road, into darkness; but I know I can’t turn back. It isn’t to see Elves now, nor dragons, nor mountains, that I want—I don’t rightly know what I want: but I have something to do before the end, and it lies ahead, not in the Shire. I must see it through, sir, if you understand me." Another humorous exchange of quippy sayings -- lol! 😄 Pippin [who wants to travel by road to stop at the Golden Perch Inn for beer]: "Short cuts make long delays." Frodo. "Short cuts make delays, but inns make longer ones. At all costs we must keep you away from the Golden Perch." And... Unexpectedly finding friends and allies along the way -- first the Elves (chap. 3), and now Farmer Maggot! _________________ chap. 5: “A Conspiracy Unmasked” What true, loyal friends look like: Frodo [on discovering his friends have been keeping a close watch on him]: "But it does not seem that I can trust anyone." Merry: "It all depends on what you want... You can trust us to stick to you through thick and thin—to the bitter end. And you can trust us to keep any secret of yours—closer than you keep it yourself. But you cannot trust us to let you face trouble alone, and go off without a word. We are your friends... We are horribly afraid—but we are coming with you; or following you like hounds."
  6. All of the following is meant kindly and with a desire to help: I know there are so many factors at work right now -- your first year of homeschooling and both of you transitioning into what learning at home looks like for you guys, plus the pandemic stay-at-home / lack of good socializing options and the too-much-screen-time that can put a big damper on desire to read or do other activities... Also, 10yo girl (lol) -- that can explain a lot sometimes 😉 ... So I know I may be way off base, and I apologize in advance ... But several of the things you have mentioned do sound like your DD may still be wrestling with something that needs special attention: - reluctant to read - prefers to listen to books rather than visually read the books - when she does read, she chooses "easy reading" books that she is already familiar with - does not read the books she herself chose (presumably because they looked interesting to her) - she needed additional helps in learning to read - vision therapy was recommended back in 1st grade (i.e., they saw something was not entirely typical) And possibly: attitude of annoyance/irritation (anger??) when gently required to read, even when given a lot of input about what to read. Although, this could be a sort of addiction reaction to being "pulled away" from the addicting screen time. OR general 10yo child annoyance at being told what to do... But a prickly or angry attitude can sometimes be used by a child to mask their struggle with a subject or an LD -- by pushing the parent away with a strong emotion, it helps them keep the "secret" of "I can't do this," or, "why is this is so hard for me, when it's not hard for my same-age/grade friends". Just noting that with some sort of LD, a child is using SO much of their brain energy to read (compared to the neuro-typical child) that the act of reading is very fatiguing -- which can explain why a child may pushback against reading, or go for audiobooks rather than physical books, or may choose easier/familiar books, to make reading less exhausting. Are there other areas that might have subtle signs that something is slightly "off"? - How is her spelling and writing? - How is her sequential processing? - Her math? - Her focus/attention or self-control or organizational skills (executive functioning)? Not trying to push Stealth Dyslexia on you (lol), but in case it is a possibility, here are two short articles with helpful checklists: - Stealth Dyslexia - Are You a Stealth Dyslexic? You might have DD evaluated again now at age 10 -- she may still have some borderline needs to be addressed, or something else that was borderline that got missed when she was young, and is only now starting to become more visible. And if she does have some things that need therapy or work, better to catch it now before she becomes entrenched in coping mechanisms that allow her to continue to "fake it" (which usually blow up along about 6th-7th grade when the workload jumps up a big level). Or she develops negative associations with reading or learning. Or worst of all, starts thinking of herself as "stupid" or "unable to learn". And if this is all just a short-term stage related to the pandemic shut-down, or just pre-puberty hormones, or simply just a phase, my apologies for "armchair diagnosing." 😉 I do wish you and DD all the BEST. Warmest regards, Lori D.
  7. I can hear your frustration, and I'm so sorry. It is hard to be a book lover yourself and have a child not be terribly interested in reading or books. 😢 I'll just add that neither of my DSs tended to pick up books as a free reading choice of activity. So I did have to schedule reading, but we did it aloud together "popcorn" style ("you read a page, I read a page"), and I chose very engaging books that were at or just slightly above their reading level. Also, just to encourage you -- Ambleside booklists, after 4th grade or so, tend to run 2 or more grades above the typical child's realistic reading level -- I did not find AO reliable for helping to find good books *at grade level/reading level*!! For example, we didn't try ANY Dickens until "A Christmas Carol" along about 8th/9th grade -- not even as read-alouds. So in my post up-thread, when I say well-written, I don't mean heavy classics that were way too early for them. I mean well-written age-appropriate children's books -- things like My Side of the Mountain in 5th grade, which has a Lexile measure that puts it at late 4th grade/solid 5th grade reading level. 😉 Also, the interest in books/reading just "clicks" later for some children than others, or is always at a lower level of interest. It wasn't until about age 10-11 that either DS found things they liked to read on their own -- and they were pretty picky about what they liked to read on their own (even though we did a *wide* variety of books "for school" and tons of variety of reading material scattered all around the house). DS#1 liked mysteries, DS#2 liked the Warriors cat series and Ranger Rick magazines, and they both liked the Calvin & Hobbes comic collections. That was about it. Along about age 12-13 they found a few more things they liked. But their range always stayed fairly narrow, and reading as a free-choice activity was down on their priority lists. They did frequently choose to take books to bed with them and take advantage of our policy of getting extra time to stay up at night if you're in bed in pjs in order to read books -- they often choose books below reading level, "comfort" books, search & find types of books, heavily illustrated books, kids magazines, etc. But to me, the point was to foster an enjoyment of reading. One last thought -- any vision convergence or focus issues, or even "stealth dyslexia", that might make reading tiring or difficult for your DD? Perhaps testing to make sure to rule out that type of issue...? Hoping you find a happy balance! Warmest regards, Lori D.
  8. Actually, that was not me. 😉 Just in case someone wanted to know more about that program... I can't help. 😉
  9. Five Children and It (Nesbit) -- or -- The Book of Dragons (Nesbit) Alice's Adventures in Wonderland (Carroll) The Secret of Platform 13 (Ibbottson) The Twenty One Balloons (du Bois) The Black Stallion (Farley) The Great Wheel (Lawson) By The Great Horn Spoon (Fleischman) -- or -- The Whipping Boy (Fleischman) The Rescuers (Sharp) -- or -- Mrs. Frisby and the Rats of NIMH (O'Brien)
  10. You could probably just copy-paste the online course provider's description. Or, unless it was a Biology course that was unusual in scope or rigor, you could just keep it short and sweet, if it was a pretty standard high school Biology course: Biology - instructor: Teacher Name - online course provider: XYZ Online Provider Course covered the usual scope of high school Biology, including the topics of: Ecology, Cells, Genetics, Evolution .... and used the high school [or college] textbook of "Name of Textbook". Course was completed through a combination of online lectures and labs, plus at-home readings and lab book.
  11. Could she do her own "20 in 2020" -- give her a big list of ideas of categories, and she chooses children's books from 20 categories to challenge herself to read by summer's end? So you're doing the challenge "together", each with your own books?
  12. That's great! Test-driving will definitely help make your transition into full-fledged homeschooling faster and easier! 😄 Well, 1st and Kinder, each don't take too much time -- even if you do them back-to-back without combining anything, I can't see that taking more than 1-1.5 hours for 1st and 45-60 min. for Kinder for your core subjects -- that's only 2-2.5 hours that can be knocked out in the morning, and then in the afternoon after lunch, take another 1-1.5 hours to do some read-aloud and your fun extras. 😄 Summer is when I did all my planning and preparing. If that works for you, consider taking a few hours a week over the whole summer to plan and prep 30-36 weeks of fun extras, and have them ready to go for the school year -- just pull your prepped and packaged fun extra out of the box. 😄 Or... Fun extras might be the way to go with your centers. 😉 Or, check around and see if there is a homeschool support group, with other moms with pre-k to 2nd grade ages, and get together once a week with a few other families for a field trip, or with one family hosting a fun hands-on for the group and rotate that around the group, so then you get weekly fun-extras, but you only have to plan and prepare for it once every 4-6 weeks. 😉 There's lots of ways to in those fun extras! It will become pretty clear for you after you've homeschooled for a few months how it all works for YOU and your family, and how to budget your time/$$$. It's okay if your first year you don't get it all perfect -- you're learning too. 😉 Don't forget to have FUN -- those kinder/early elementary ages are so sweet and the time you have to spend on formal academics is really not long at all, so you'll have lots of time and energy for your fun extras.😄 Warmest regards, Lori D.
  13. I'm not the poster you were asking, but here's what I've seen from homeschooling 2 all the way through, seeing many other real-life homeschoolers, and reading years of posts on these boards on these topics: Not sure I'd wait until 5th grade to start Spelling, unless you have a student with specific LDS. Age 8-9 is more typically when I see homeschoolers start spelling -- when the average child has more typically gained the "tools" and development of brain areas for really grasping spelling patterns. Obviously some children are ready more along ages 6-7; some not until age 10-12. My DS#2 absolutely did not click with anything spelling-wise until he turned 12, but he has mild LDs (probably "stealth dyslexia") that showed up in reading, spelling, writing, and math. DS#1 was very average in LA development; he did do spelling in grades 1-2, but I didn't really see anything starting to stick until along about age 9. I do see many homeschoolers doing very basic Grammar in the early elementary grades, but often holding off on a more formal Grammar program until somewhere along about gr. 3-5. Some people do formal Grammar every other year, like 4th, 6th, and 8th grades. HTW! Warmly, Lori D.
  14. Yes, just one week, and then back into their vaults. 😞 Sorry you missed the The Barbershop Chronicles -- that was quite enjoyable! This week is Our House, and next week is Streetcar Named Desire, both of which we're passing on. We'll have to check out your LA Theater link! 😄
  15. Especially since your children are young, and you're just starting out, be prepared for all your best-laid plans and schedules to change quickly, or even go right out the window. 😉 It takes all of us some trial and error when first getting started to see what works for all of the family, and what each individual child's needs are. And of course, little ones grow and change so much, just as soon as you get the current needs figured out, they grow into a new stage with new needs -- or the younger sibling is so different, that you end up having to figure out all new materials and ways of doing things to fit the very different needs of the younger sibling. 😂 Absolutely not trying to tell you what to do, or "rain on your parade," but just going to agree with previous posters: for us, math and LA topics required explicit teaching by me with the child at that age. Also, I quickly found that at those early elementary ages, my DSs both needed me for just about everything, even going over instructions worksheets to get them started off well. So I really needed those solo activities for one child to do, while I got the other child set up or did 1-on-1 work. But that was just our experience. Have a wonderful homeschooling journey! Warmest regards, Lori D.
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