Yes, even SWB lists different progressions for her WWE and WWS series, depending on the student's needs: 1st progression: 6th grade = WWS1 / 7th grade = WWS2 / 8th grade = WWS3 2nd progression: 7th grade = WWS1 / 8th grade = WWS2 / 9th grade = WWS3 3rd progression: 5th grade = WWS1 (half) / 6th grade = WWS1 (half) / 7th grade = WWS2 (half) / 8th grade = WWS2 (half) / 9th = WWS3 4th progression: 8th grade = WWS1 / 9th grade = WWS2 / 10th grade = WWS3 I'm sure you could start a progression even later with no problems, if that was when the program best "clicked" for the student. Writing with Skill series is very formal, structured, and thorough. Not sure if I would call it "gentle", but it would be very step-by-step incremental. Check out the table of contents, which has a very complete break-down of what to do each day and each week: level 1, level 2, level 3 to see if that would be a fit for your DD. Perhaps in 11th grade she could do level 2, and in 12th grade do level 3? Or, start level 1 now, and go through the summers, which should allow you time to complete level 3 by the end of 12th grade. From what I can see of the table of contents / daily schedule, all 3 levels of WWS teach literary analysis and writing different types of essays, and all three practice research, note-taking, and writing from the notes (process needed for a research paper. Level 3 teaches citations for a research paper. Just my rambling thoughts: I have been teaching some homeschool high school Lit. & Comp. classes, and always have several remedial writers. What seems to help is starting off by making sure students understand what a complete sentence is, and then what kinds of sentences need to go into a paragraph to make it a complete paragraph. From there, we practice lots of 1 paragraph "essays" of different types, and then build up to doing some 3 paragraph essays, a few 5 paragraph essays, and then a multi-page (3-5 page) essay. Getting students comfortable with all the parts needed for a paper in the small scale of 1 paragraph first seems to help them then take the next step of expanding into more paragraphs. I also have found that giving them a very specific checklist or rubric of the writing process for each assignment, plus an example to look out (with the different types of sentences labeled so they can see what it looks like), helps as well. When I teach the research paper, we take about 10 weeks to complete the process, and I have students turn in things at each stage for feedback, so they complete one stage of the writing process before moving to the next stage. And have them turn in the Works Cited page (MLA format) as a separate assignment for one of the weeks towards the end of the process. BEST of luck in finding what best helps your student! Warmest regards, Lori D.

I would NOT throw a middle-schooler who hasn't done online courses into an all-online situation. And Veritas Omnibus is quite stout in the workload, so doubling down on "I don't think that's the best idea", LOL. Agree with previous poster -- I'd work on getting a schedule that allows you to work with everyone as needed, and maybe outsource just the 1 course for the 12yo that would be the most time-consuming for you to do with her -- Writing or Math, perhaps. Because you're still going to need to help the 12yo through the learning curve of scheduling time. for getting online class assignments done, and carving out a quiet space/time regularly for actually doing the online class if it's live. Perhaps a self-paced set-up like Time 4 Learning might work for a year? It's not rigorous, and wouldn't challenge your 12yo or perhaps be her preferred method of learning, but it might be a way of moving her towards online courses in an incremental way while you are still so time-challenged with the demands of the younger 3 children. Self-paced/self-grading like Time 4 Learning would allow DD to learn how to work more independently, and require little of you, except to check in with her several times a day for short periods to answer questions, and to encourage her to keep up the good work. Perhaps also schedule some 1-on1 time with her either first thing in the morning or at the end of the day to do some special subject together for 30 minutes? (Veritas Omnibus does have a self-paced option, but I'd *only* give it a try if you *know* it's a perfect fit for your 12yo's abilities and interests, AND if you can have the option of doing a reduced amount of material if needed -- I believe you can talk to the company about that possibility so that it doesn't mess up the grading aspect by skipping some books.) But if the different ages/needs are too big of a spread to juggle for you, then I'd consider putting the Kinder child into a morning-only kindergarten class -- maybe something very hands-on and Montessori-based. That's a great age for children to actually go to a school setting -- they get loads of fun hands-on activities that you likely don't have at home, start some very basic/short seat work, learn some basic self-control and beginning classroom skills, get to learn/play group games, and get to interact with other children. That would give you a few hours of intensive 1-on-1 with your high needs 9yo. Meanwhile, your 12yo could do her self-paced program, or if not going that route, she could do her independent reading, typing, instrument practice, Rainbow Science (or other solo-working Science program), and whatever else she can do solo. Meanwhile, toddler is strapped to you, or plays with toys only brought out at school time or does high chair time. Then go pick up the Kinder, everyone has lunch, everyone has a 1-hour quiet time after lunch (naps, or audio books, or quiet on-your-bed activities), and then the 9yo plays with the Kinder and toddler (sometimes you could put on educational videos or educational computer games), and you use that time to work 1-on-1 with the 12yo. If more time is needed with either the 9yo or 12yo, then dad could do it when he gets home, or it could be a short evening session with you while dad puts the Kinder and toddler to bed. If sending Kinder to a kindergarten isn't an option, then I'd highly recommend seeing about bringing in some regular help -- a grandparent or other relative to either take the toddler and/or kinder child a few mornings or afternoons a week, or hire a "mother's helper" or a retired homeschooler or a neighbor or friend, to oversee the toddler and/or kinder child for several hours on several days a week. Finally, you might research to see if your special needs 9yo is eligible for any special helps or tutoring or an outsourced program several times a week, which would free up a few chunks of time to oversee the other children. BEST of luck in finding what works for your family in the coming year! Warmest regards, Lori D.

Perhaps check out LLATL: Gold: World Literature -- esp. the lit. choices in the first 3 units. However: it looks like Worlds Collide is a pretty full year of Lit all on its own, with 8 novels... so that makes it hard to suggest titles that wouldn't overload him, as most of the classic World Lit that I think of tends to be LONG and HEAVY: examples: ancient epics (Greece and Rome), the Ramayana (India), Don Quixote (Spain), Les Miserables (France) or War and Peace (Russia), All Quiet on the Western Front (Germany), Cry The Beloved Country (S. Africa)... Just a thought: to give added feel for the cultures/times and NOT do as extra Lit to study, perhaps instead of 5 classics of World Lit, just do some short stories. Or a few YA historical fiction works. Or even easier: watch films made in different countries of the world and set in different times. If that sounds of interest, I'd be happy to help brainstorm ideas.

I was thinking of things like: pattern blocks: Math Discoveries with Pattern Blocks; Pattern Block Book or Advanced Pattern Block Book; Task Cards geoboards: Primary Geoboard; Geoboard Activity Book for Primary Grades; Flip and Draw Geoboard Patterns; Activity Cards multi-link cubes: MathLink Cubes Activities (gr. K-2) or (gr. 3-6) cuisenaire rods: Alphabet Book; Picture Puzzles; Addition & Subtraction Or, do a quick search for free printable pages of activities to do with the manipulative of your choice. I used this sorts of resources and manipulatives as a supplemental short math time later in the day, or in place of the "spine" math program if one of our DSs "hit the wall" with a concept and needed to set it on the back burner for awhile and do something completely other. But if it's not your thing, and not of interest to DD or quickly lost/discarded, then disregard the idea. 🙂 Hmmm... my suggestions were all things that we used to extend our academic time and develop critical thinking skills, but it sounds like you are looking for more formal/traditional school curricula. If that's the case, then perhaps something like Miquon Math workbooks and cuisenaire rods as supplemental academics. Perhaps have her just use them discovery-style, along with the Education Unboxed free online videos?? Although that will probably still require some involvement by you for guidance or answering questions or making suggestions... Or, perhaps of the "Complete Book of..." series: ... Time and Money (gr. K-3); ... Math (gr. 1-2); ... Maps and Geography (gr. 3-6); ...Science (gr. 1-2) or (gr. 3-4)... BUT, those are workbooks, and you said in your first post that she's not the type for worksheets, AND you want it to be something she can do solo -- so I'm pretty much out of ideas for you now, lol. Hopefully someone else will chime in with what is a good fit for you and what you're looking for. BEST of luck! Warmly, Lori D.

Similar to previous posters -- not a lot could be done independently at our house in 2nd grade Things that our DSs did solo at that age where mostly supplements, NOT core schoolwork: multiple subjects = 30-minute turn for an educational computer game or educational TV show Reading = 10-15 minutes of solo reading from choice of book from the book basket (all books were BELOW comfortable reading level) Read-Aloud = listen to an audiobook Math supplement = a manipulative + go-along booklet (although I was needed to get them started) -- geoboards, pattern blocks, multi-link cubes, cuisenaire rods Science = exploring with a kit or project-based activity (some still required time/help from me) Logic/Critical Thinking = mazes, hidden picture puzzles, extremely simple word search puzzles, and other beginning level critical thinking puzzle pages Art = page from the Big Yellow Drawing Book -- or, a page of Mark Kistler's Draw Squad (although I had to read the info on the page to get DSs started); also popular with DSs were the Freddie Levin 1-2-3 Draw! series; other children really like the Draw-Write-Now series What about hand-crafts? Very basic learning to sew projects; loom weaving; pony bead projects (make animals kit, or projects, or jewelry kit). Learning to do Calligraphy? Make her own comic book?

Whoa! Nice Cat Woman gloves! Do you moonlight in spandex across rooftops? (:D

Ooo! Very fun you'll have a great time with that variety! While I have always been a card and board game player, I had never played a "deck building" game before, and the first half dozen times we played 7 Wonders I was SOOO completely lost, because I totally did not understand the cards (many symbols on each, and the location of the symbols means something different), and did not understand that specific cards from round 1 help you collect specific cards in rounds 2 and 3. Also was *totally* lost at first in how the game is scored -- points for different kinds of cards collected, and then in the final round, some of the purple "Guild" cards act as a "multiplier" for scoring points based either on your own cards, or based on what cards the people on either side of you have... The first thing I suggest is learning what everything on the card *means*, so at least you have a clue about whether or not the card is value for *you* and the deck you are building this time around. I really enjoy 7 Wonders now, but I don't think I have ever played a game before where, when we reached the end, I had absolutely NO idea what I was doing the entire game, and at the end, had no idea what had happened or why, lol.

That would be very helpful! Also, one last thought -- it looks like your DD is young (15yo in your signature). My DS#2 was a bit older due to a January b-day, which worked to his advantage to allow more time for brain maturing. He was 17.5+ yo his first semester of DE in the fall, turned 18yo in early January, and then did the second semester of DE in the spring fully at age 18 -- so probably 1.5years older than your DD would be if she started DE next fall as a new 16yo. ;) Again, very best wishes, whatever you and DD decide on. Warmly, Lori D.

A quick aside: a lot of lit. guides tend to be comprehension questions (fill-in-the-blank "What did Bill say to Ted?" type of questions), which were completely useless for our literary analysis / digging deeper needs. What exactly are you looking for out of a lit. guide: Vocabulary? Comprehension questions? Discussion/thinking questions? Extension activities? Author/times background info? Teaching info on literary elements or topics of literature? Writing assignments? Most guides stop at the first 2 elements I listed. Few guides have all of those elements. ______________________ In answer to your question: No, I don't know of a publisher or a website that specializes in guides for YA or contemporary works. For those types of works, I always have to do an online search, with a specific book title + "literature guide" or "study guide" or "discussion guide". I then wade through the various search results to see if there are any materials that filled my needs. Yes, it is time-consuming. And no, there isn't always something useful for every book I look for. But sometimes I hit a little-known jackpot, so it's worth taking the time to search. Also note: some publishers provide free lesson plans or discussion guides to go with esp. popular YA books, so that is also a route to check out. If you have a list of 8-10 books you are specifically looking for, I would be happy to help search for resources for you. (I don't have time to help search for resources on more than that many books. 😉 ) Free, Online, Secular Resources Teaching Books: Book Activity Guides and Lessons (contemporary K-12 titles; some YA titles -- very minimal helps for each book Book Browse: YA books -- small handful of discussion questions for each of these titles Teacher Vision (middle school/high school)Glencoe Literary Library (middle school/high school)Bibliomania (high school/college)Penguin Group (high school/college) Schmoop (high school/college)Sparknotes (high school/college)Cliff's Notes (high school/college)Pink Monkey (high school/college) For a Fee Secular Guides Blackbird and Company -- gr. 5-8 guides-- mix of older classics and contemporary YA works; gr. 9-12 guides -- only a handful of titles at each level Garlic Press: Discovering Literature guides -- regular guides (gr. 5-8); challenger level guides (gr. 8-12); very meaty and worthwhile, but only a handful of titles -- YA titles include The Graveyard Book and the Hunger Games trilogy Questions for Discussion of Any Book: SWB's handout for Academic Excellenc: gr. 5-8 -- lit discussion questions under LA heading, 2/3rd down the page 50 Questions to Help Students Think About What They Think (reflection & collaboration; self-reflection; reasoning; analysis; connections; literary questions; science & social questions) The 6 Tpes of Socratic Questions Bloom's Taxonomy Questions Twenty Five Question Stems Framed Around Bloom's Taxonomy ______________________ Completely off-topic from your original question, but might Figuratively Speaking and the links to go-along works of lit. in the past thread "Figuratively Speaking paired with short stories" be of help in your lit. studies? All the BEST, Lori D.

While DS#2 with mild LDs refused to go through the hoops to be able to have special accommodations, he was able to take ASL as dual enrollment in 12th grade. He was very bright, articulate, and a great critical thinker as a high school student -- in many ways advanced. BUT, the stealth dyslexia -- slower reading level and very delayed writing ability -- meant that he had much more success by *waiting* until 12th grade to try DE. I totally understand your DD's circumstances are very different -- just wanted to throw out there the idea that it would be okay to wait until 12th grade for your DD to do DE -- that would still use the accommodations so that they would still be available to her later on in college, but would give her another year (11th grade) for brain maturity and for her to find the ways that best help her to keep up the quicker pace of college level courses. Perhaps try some self-paced higher-level courses next year, and pick up the pace a bit to practice?? Just a thought. Wishing you and DD all the BEST, whatever you go with, and a very successful 11th and 12th grades as you enter the home stretch of high school! Warmest regards, Lori D.

Super! That gives 1.5-2.0 hours per day per subject to very nicely complete 1.0 credit each of English, Math: Geometry, and Spanish II. Best of luck! Warmly, Lori D.

Well, I'm always a fan of "use what you have" IF it works for you! 😉 And Excellence in Literature has complete units, which would make it pretty easy to just do 2 units, for example (taking 1 month per unit) -- or 4 units, working at double speed of a "block schedule" semester -- of books or short stories or plays that your voracious-reading DD has not yet.

ETA to my above post ^^^

The Great Christian Writers study looks good, but more material (NINE books) than you could probably pull off in just a few months time (unless planning on working over the summer to not have to do "double time" on the subjects DD was going to have as block credits this semester). Also, in case it matters, it looks like it is more of a program to enhance Christian studies, rather than a traditional Literature program. I note that 2 of the 9 books are very focused on theological ideas (Pilgrim's Progress and Screwtape Letters), but are fiction and can be discussed/analyzed in a more literary way. But another 2 of the 9 books are "devotional" or "Christian-living" based, and the remaining 5 of the 9 books are autobiographies -- and neither of those types of books are analyzed / discussed in the same way or with the same depth as novels, short stories, plays, and poetry. Just a thought for your consideration. Other ideas for self-directed / open-and-go (all are by Christian authors/publishers, with the Christianity more or less apparent in the different programs): - Windows to the World 1 semester program, 6 short stories and literary elements (Lit.) + literary analysis essay (Writing) -- BUT, it sounds like you'll be doing that NEXT year. - Illuminating Literature: When Worlds Collide 1-YEAR program of 8 books, but you could could pick just 4 to do and call it good, with the other works DD has done (I'd suggest these 4 as the easiest to do solo: Friendly Persuasion, Warriors Don't Cry, Peter Pan, and War of the Worlds). - Words Aptly Spoken: Short Stories Very light, with just the stories + a small handful EACH of comprehension and "thinking" questions for each short story. No teaching info about literary elements or literature topics. There are 10 sections (each section focuses on a different literary element such as character, setting, theme, etc.); you could have her read 2 stories from each section, and then pick one of the thought questions for each short story and write a short (1-3 paragraph) response essay to the question; at 2 stories a week, that would be 20 stories in 10 weeks, and would also take care of both some literature and writing to complete the English credit. - Progeny Press guides Each guide includes background info on author/times; suggestions for "while reading"; vocabulary; comprehension questions; some deeper thinking questions, usually in conjunction with a passage/idea from Scripture. Also ideas for extension activity or writing assignment. Perhaps pick 3 guides from these titles that would be manageable for a 9th grader to do fairly solo: Call of the Wild The Hobbit, The Old Man and the Sea, Pride and Prejudice; Strange Case of Dr. Jekyll and Mr. Hyde - Total Language Plus Guides contain: comprehension questions, enrichment/writing, grammar, spelling, vocabulary. Perhaps DD could choose 3 books from these categories: grade 7-9 (books good for 9th grade: The Giver, The Hiding Place, Anne of Green Gables, Treasure Island, Call of the Wild) grade 9-11 (books good for 9th grade: Animal Farm, The Good Earth, Pride and Prejudice) - Movies As Literature 1-semester program (could be 1-year program depending on how you add to it). Analysis of deeper themes and "big ideas" going on in movies, which works as a great "stepping stone" to then do analysis of Literature. Comprehension and thinking questions and guide info for 18 movies -- perhaps select 8 of them to do over the next 16 weeks, and select 2 of them to also read the book. Since she just read To Kill a Mockingbird, that could be one of them, and the other could be Shane, Friendly Persuasion, or Emma. Deep breath. Just take it one step at a time. What is needed is material to finish out the credits for THIS year. You can worry about thinking through your comprehensive high school plan, and researching/planning NEXT year (10th grade), over the summer. Between the PS and what you do this semester (and into the summer, if need be), at a minimum, if you can accomplish 1 credit each for: English, Math, Science, and Social Studies, plus a 5th credit (maybe Social Studies, Fine Arts, or an Elective), you will be okay. My guess is that she already has 4 credits from the PS block scheduling from the fall semester, so you may only really need to worry about completing the 1-2 credits out of those core subjects that didn't get completed last fall. 🙂

Oo! One last thought: if you'd like to see some games "in action", check out Wil Wheaton's Tabletop. In each episode, he explains how the game is played, and then plays it with 3 celebrity guests. That show has really helped us see if we would "click" with a game, or not.

And may I just say... crystals!!! I know it's ridiculous, but I can't explain how MUCH those crystals add to the pleasure of game play. I'm very visual and tactile (love to fiddle/fidget with game pieces for the complex builder and resource management style of games), and those crystals just hit a super sweet spot. And the Golems are exactly as Storygirl describes, which makes for extra enjoyment of just looking at the cards. (:D Along with Century Golem, we keep re-playing Sagrada and Castles of Mad King Ludwig (from my post above). Really enjoying all 3 of these new-to-us games. The rooms that you "buy" for Castles of Mad King Ludwig are very fun; almost all of the "downstairs" rooms are very entertaining: Crypt; Secret Lair; Bottomless Pit; Fungus Room... Who *wouldn't* want to purchase one of those to add to your castle. (:D ETA -- PS Just wanted to add another suggestion of the game type that is "resource management" / score points by matching up with goals: Kingdom Builder. We got this one a few years ago, and enjoyed it so much, we end up getting TWO expansion sets! On each turn, you get to put down several of your "meeples" on the hexagons of the game board, which earns points depending on which "goal cards" got dealt out for that game. The game board is actually a choice of 4 of the 8 interlocking pieces, so your "terrain" or game board will be different every time you play, as will your goals for earning points (3 cards from the small deck of goal cards are dealt out at the start of the game). It's sort of a mix between Carcassone (but not so frustrating as Carcassone's farmers (:0 ) and Takenoko, for those who have played those games.

So, it looks like she has done this so far -- is this correct? Literature - To Kill a Mockingbird (PS class) - The Yearling (home) - The Chosen (home) Writing - writing/analysis project (PS class) - primary source analysis (PS class) - Bravewriter (Essay Prep: Dynamic Thinking) Grammar/Vocab - vocabulary study (PS class) - No Red Ink (home) ___________________ I totally understand that being on a block schedule throws everything off, as it sounds like she did no English in the fall semester, which means having to jam a full year of work into one semester now that she's home -- and reading and writing for an English credit are time-consuming activities. So I would guess you'll need to either double up a bit to finish well by the end of May, OR, go into June for a bit for a complete 1.0 credit course. JMO! 🙂 In case it helps for comparison: when I teach 1.0 credit English courses at my co-op, for each SEMESTER, students read 4 novels + several short stories or a play, and write 4-5 short (300-500 word (3-5 paragraph) essays + 1 longer (3-5 page) paper -- an analysis essay, or research paper with citations. Based on that, I would shoot for the following as a minimum for 1.0 credit of English: Literature: - at least 1 more novel* - and several short stories - and a poetry unit -- or -- a play * = a total of 6 novels for a 1-year/1 credit high school English course is pretty standard as a minimum, so only 4 novels would be "light" -- BUT, if doing all 3 of the Brave Writer courses (plus the work from the PS), then this English credit could be more weighted towards Writing rather than Literature, and would be worth a complete 1.0 credit Writing ideas: - do the next 2 Brave Writer courses in that 3-part series (she's doing part 1 of the 3 right now) - OR, several short reader response papers (1-5 paragraphs in response to a discussion question on each of several works) - OR, a longer (3-5 page) paper of some kind - OR, some real-world writing, creative writing, or journalism of some sort if she has an interest in those types of writing - OR, practice putting together and giving several oral presentations with slideshow element (public speaking is frequently an aspect of one of the years of a high school English class, and giving presentations with slideshow is very frequently required for college classes of all types, as well as for many types of jobs) Just my rambling 2 cents worth. BEST of luck as you plan for the rest of this unexpected homeschool high school semester! Warmest regards, Lori D.

Naturally Dyed Eggs Doily Stenciled Eggs Marbled Indigo Eggs Transferware Easter Eggs DIY Dyed Robin Eggs Whipped Cream Eggs Watercolor Eggs Galaxy Eggs Temporary Tattoo Eggs Botanical Egg Designs Silk-Dyed Eggs

Here's a list of common plants/parts that are toxic to deadly if ingested (dogs and kids sometimes try out plant parts). Hogweed, Giant Hogweed, and to a lesser amount, Queen Anne's Lace, can cause severe blistering of skin and blindness if it gets in the eye.

Spy Car's very cool posts about growing his own herbs from purchased cuttings reminds me to get going on my own "herb work". For the past number of years, I've been growing/cutting/drying my own bay leaf, basil, mint, oregano, sage, rosemary, and thyme. Living in a very dry climate makes drying herbs a snap, and I am at the point where, if I *remember* to keep up with the cutting/drying throughout the spring and again in the fall (the high growth times for herbs out here), I can just about keep up with my own cooking demands for those herbs. One of these days I hope to add dill and a few others to my herb pots! And while cilantro doesn't stand up to the hot sun *at all*, because of the cooler-than-usual spring (for us), I'm having fantastic luck this year -- two very full plants, with extra tall stems, and leaves of a size I've never seen before! And no sign of "bolting to seed" yet, so for dinners, we're having everything I can think of that has cilantro in the ingredients list, LOL. Check this out:

Yea Bear2K! Congratulations on your successful grad at college, and wishing you all a great journey as you finish up the other children in homeschool high school. Just to add on to Bear2K's encouragement -- there's lots of great help, wisdom, and BTDT experience to tap into on the WTM High School Board. Iif you're approaching the high school years, check out the big pinned thread at the top of the High School Board: "High School Motherlode #1". That is full of links to meaty past threads on all kinds of helpful topics, including: - High School Time Table (what to do/when for each year of high school)- Preparing for High School- Addressing Fears- Getting Started- Books & Resources- Making a High School Plan- Time Management- High School on a Budget- Expectations/Attitudes- Accreditation / Cover Schools - Plus: threads on all the tests: AP, PSAT, SAT/ACT, SAT Subject tests, CLEP There are also pinned threads to help you research high school curricula: Math, Biology, Chemistry, Physics, and Foreign Language. And there's also a pinned thread of "High School Motherlode #2", with links to past threads on more homeschooling high school topics: - Transcripts / Record Keeping - Credits - Grading / GPA - Honors Courses - Record Keeping / Course Descriptions / Letter of Recommendation / Volunteering - Graduation topics / Diplomas - High School Subjects (Writing, Sciences (other than Biology/Chemistry/Physics, and Electives) - Making Your Own Courses - Extracurricular Activities - Outsourcing - Online Classes - Tutors - Dual Enrollment And in the later years of homeschooling high school, and if thinking about college, there's are two pinned threads at the top of the WTM College Board to help you out: "What are you favorite websites for researching colleges?" -- tons of helpful info on how to do the college search process "College Motherlode" -- linked past threads on just about every topic for applying to, and starting at, college, plus threads on the Military, Alternatives to college, and Career Exploration Enjoy the wisdom of The Hive! Warmest regards, Lori D.

As long as both you and DD are good with the likelihood of adult topics or potentially explicit personal experiences that some of the fellow students may present, that could work.

A lot of language gets lost with a gap, so it may just be easier to start over again in high school, and not worry about the 8th grade course -- i.e., just consider the 8th grade course an introduction or preview. In looking at your signature, you've got a full load of courses and extracurriculars, and I imagine that will be the case for every year of high school, so it wouldn't be a big deal to not count the 8th grade Foreign Language. JMO! 🙂

If it was of high school rigor, and if the student continued with the next level of the same language into high school, then yes. (example: did Spanish I in 8th grade and Spanish II in 9th grade) If the student did not continue with that same foreign language in to high school, or more just "dabbled" in 8th grade and pretty much started over with the same foreign language in 9th grade, then no, I would not.

Yes, that's what our homeschool group's Student Council and Youth activities is all about -- drop off events (with a small handful of adults) for socializing, fun, or community service, with no younger siblings. It is a special event at the end of each school year when there is the end-of-the-year party and the 5th graders who will be 6th grade are invited to attend and see what it's all about, and meet the older youth. :) Some of the Youth (gr. 6-12) social events include things like: - a hike - air soft / paintball / laser tag - rock climbing or trampoline venue - game night (play board/card games and have snacks) - mini-golf / go karts / etc. - parties of different types (swim party; Christmas party; costume party) - movie night (family with a video projector projects a movie, and kids bring snacks) For the Junior High group social events, the groups are much smaller -- maybe 6-10 kids, so the activities can be more intimate. For example, the girls have done special crafts, stamping/making cards, jewelry making, or made some baked goods together. For 10 years, I coordinated the speakers for our annual Youth Seminar, an event for grades 6-12 and parents -- a sort of careers-day speakers + demos, hands-on, speakers on teen topics (such as driving), and organizations that youth could get involved with -- anything from Search & Rescue, to Community Youth Theater, to Worldview Academy. And usually a "track" of sessions for older students or parents on things like college search, college reps, alternatives to college, etc. SUPER fun event! We started the day with a keynote speaker, and then had 6 45-minute time slots, with 3-4 speakers in each, so students could choose which speaker to go to at each time slot. And we served lunch halfway through the day. The last few years I was involved, I was lining up 25-28 sessions, and we were getting 150-180 people attending. Whew!