Generations: The History of America's Future, 1584 to 2069 William Strauss and Neil Howe posit the history of America as a succession of generational biographies, beginning in 1584 and encompassing every-one through the children of today. Their bold theory is that each generation belongs to one of four types, and that these types repeat sequentially in a fixed pattern. The vision of Generations allows us to plot a recurring cycle in American history -- a cycle of spiritual awakenings and secular crises -- from the founding colonists through the present day and well into this millenium. https://www.amazon.com/gp/product/0688119123/ref=ppx_yo_dt_b_search_asin_title?ie=UTF8&psc=1 Albion's Seed This fascinating book is the first volume in a projected cultural history of the United States, from the earliest English settlements to our own time. It is a history of American folkways as they have changed through time, and it argues a thesis about the importance for the United States of having been British in its cultural origins.While most people in the United States today have no British ancestors, they have assimilated regional cultures which were created by British colonists, even while preserving ethnic identities at the same time. In this sense, nearly all Americans are "Albion's Seed," no matter what their ethnicity may be. The concluding section of this remarkable book explores the ways that regional cultures have continued to dominate national politics from 1789 to 1988, and still help to shape attitudes toward education, government, gender, and violence, on which differences between American regions are greater than between European nations. https://www.amazon.com/Albions-Seed-British-Folkways-cultural/dp/0195069056/ref=sr_1_1?crid=1ULNXPSHY5TFE&dchild=1&keywords=albions+seed&qid=1611184495&s=books&sprefix=albion%2Cstripbooks%2C218&sr=1-1 If you have to pick one, I'd go with Albion's Seed, it is basically influences of different European areas to US history.

Unless you are using targeted materials, it's hard to advance grade levels. My phonics lessons average 1.7 grade levels for my inner city students who are usually 2 - 6 grade levels behind, students who are 1 grade behind usually advance about a grade level. They are free: http://thephonicspage.org/On Reading/syllablesspellsu.html You need to follow on with something else like Webster's Speller or Back on the Right Track reading, another program designed for older student who are behind, here is an article about what works best for that and why: https://www.linkedin.com/pulse/building-good-reading-habits-liz-brown/ For reading, if there is more than a 30% slowdown on the MWIA (I would do the MWIA 3 short linked at the end of my syllables page,) I would stop all outside reading for a month and just do word lists and nonsense words. If you're homeschooling currently, I'd do this for a 10% slowdown or greater, no reading of sentences and stories until there is a 10% slowdown or less, it makes the remediation go much faster. Also, for math, a regular math program is not going to build up your skills either. Here are ideas for math and reading catching up, the reading is what I've already linked for the most part: https://www.linkedin.com/pulse/failed-virtual-school-fast-fixes-help-your-child-excel-liz-brown/

Me too. I also wonder how her son is doing.

"From a translational perspective, our results may have relevant implications: it might be more effective to learn declarative material, like vocabulary words, in the afternoon and to train procedural skills, such as those required for music or sports, in the evening. Remarkably, training in the evening, compared to training in the afternoon, resulted in a significantly elevated gain in motor performance not only 24 hrs after initial training, but also at follow-up after one week. As noted earlier, our declarative findings appear less robust and should be interpreted with caution. Together, our results are informative for the development of new and potentially more effective teaching and learning strategies for adolescents, their parents and teachers." https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3395672/ Just a study I found through Google. It is an interesting topic.

I'm not sure if later in the day is better or not for someone who no longer need a nap, interesting question. Either time, it is best to teach in the most optimal way for how the brain best learns the information, but could be even more efficient at different times--or maybe after getting a good night's sleep. I'm not sure how much research there is about sleep consolidation and learning, I'm sure there is some stuff, would be interesting to look into. I do know that there is research for recess and breaks. I've seen it with my group classes. One day the elementary students in our group class were not allowed outside for recess because of severe weather (for the area, Northern states would have laughed.) The school normally used the lunchroom as a gym after school but no classes were allowed in the gym for indoor recess, they were busy with lunch prep and then lunch cleanup. We had them right after school and made them run around for 5 or 10 minutes outside and them a bit in the lunchroom, but they were a mess after a full school day with no physical breaks, no one learned anything that day, I had to switch to phonics games after 10 minutes of trying to teach. We referred to that day afterwards as "The day with no recess." We were also down a few volunteers, exacerbating the problem, we told them about it later. We naps in Kindergarten and a lot more recess than they currently do, it seems counterproductive and counterintuitive to people in schools today but is best in the long run.

Free phonemic awareness test from Dr. Kilpatrick: https://www.thepasttest.com I would work through my syllables lessons, phonics to a 12th grade level, nonsense words to help stop guessing. Do the MWIA 3, if slowdown is more than 30% or miss more than 1 phonetic word, stop doing all outside reading for a month and do extra nonsense words daily. Syllables lessons: http://thephonicspage.org/On Reading/syllablesspellsu.html MWIA 3: http://www.thephonicspage.org/On Reading/Resources/The MWIA Version 3 new.pdf LOE essentials lite online is currently free, you could work through that for additional spelling, you just need to purchase the phonogram cards. I would also get the phonogram and spelling rule quick reference: https://store.logicofenglish.com/collections/product-type-loe-staple I would also buy her book "Uncovering the Logic of English" and read it through yourself for understanding and to help your son with his spelling.

I went back and looked at scores--with about 1 hour of study, the Black Book hints in English took my daughter from a 21 to a 31, and allowed her to place out of two English classes (saves time, but not $, she has a ton of classes she wants to take, she wants to get at least one minor.) Her overall score after study also got her a merit scholarship. We didn't do test prep until late, she probably could have got another $2,000 a semester if we started sooner, we have started test prep sooner with my son. (She was also sick on the 21 test day, the true score raise is maybe 4 to 6 points, she was averaging a bit higher on practice tests, I don't have those exact numbers anymore.) The main thing that improved her English score, and almost all of her consistent wrong answers, was something the Black Book called comma sandwiches. I didn't totally understand their explanation, but apparently she did. I had her read the comma sandwich section and redo questions she missed that were that type, her other errors we went through together why they said they were wrong. The Black Book explanations are a totally different level of explanation. I had her re-do the questions with the comma sandwich section open book for reference, she learns best that way.

Dehaene's tweet: Reading acquisition: A recent study confirms that mirror confusions can be a significant hurdle in first grade, and suggests that a targeted intervention, including multisensory training and naps, can make a big difference. Sleep promotes consolidation! article: https://www.sciencedirect.com/science/article/pii/S0960982220317425

Most college accept CLEP classes as well, modern states has funding and some courses to help prepare. Even without funding, much cheaper than a class at a college. https://modernstates.org Find out which classes are accepted and what score is needed at the colleges you are considering. I agree with several posters that a course for ACT/SAT is worth the $ for that score. My son did well with Prep Scholar's SAT course, they also have an ACT course. My son does better with the SAT, my daughter did better with the ACT, it can be different which test will be easier to score well on. https://www.prepscholar.com/act/s/ The Black book was the most helpful book I found for improving scores on your own, I used it in conjunction with the prep scholar course, they have slightly different methods and tips. https://www.amazon.com/ACT-Prep-Black-Book-Strategies/dp/0692078398/ref=sr_1_1_sspa?dchild=1&keywords=act+black+book&qid=1609785367&sr=8-1-spons&psc=1&spLa=ZW5jcnlwdGVkUXVhbGlmaWVyPUEyTlJCUkJIMUg2RlZYJmVuY3J5cHRlZElkPUEwNDIyMjY1MUY1V0g2M09BR1RVWiZlbmNyeXB0ZWRBZElkPUEwNTE4MjQyM1UySENWQTBLMUZXQyZ3aWRnZXROYW1lPXNwX2F0ZiZhY3Rpb249Y2xpY2tSZWRpcmVjdCZkb05vdExvZ0NsaWNrPXRydWU= You need to print out or buy the tests separately, it's usually actually cheaper to buy the book if you're going to print more than 1 or 2. This book has 5 ACT tests. Their answer explanation aren't great, though, the black book linked above has much better answer explanations and tips. https://www.amazon.com/Official-ACT-Prep-Guide-2020/dp/1119685761/ref=msx_wsirn_v1_1/134-2282792-0320810?_encoding=UTF8&pd_rd_i=1119685761&pd_rd_r=2cfab977-c5d2-4637-abe6-34c999b10381&pd_rd_w=CnArK&pd_rd_wg=jT01y&pf_rd_p=77bfbfb0-a9eb-4e71-8d50-7ac5425f6fa1&pf_rd_r=TCRFY52QEEYDBN31Q8DY&psc=1&refRID=TCRFY52QEEYDBN31Q8DY There is also a black book with good answers and a red book with tests for the SAT.

It's probably better for all not to for spelling reasons. I read widely and used to be a poor speller before learning phonics rules. I am now a much better speller but have trouble with words that have an English and American spelling, I never know which to use. (Gray/grey, center/centre etc.) The endings not used in native English words are i, u, v, j. There are a lot of foreign words with i and u endings.

If you feed things into google translate a paragraph or two at a time, it spits out reasonable translations.

A lot of the websites I link to have are no longer active, either, it's always sad. The larger ones usually have an archived version available through internet archive. Here is one snapshot. If it doesn't have the link you need, go to internet archive, type in the website, and try other dates and times. https://web.archive.org/web/20170615011524/http://www.dorbooks.com/

I have a stock of nonsense words for you! A game that makes them, you can choose beginning and endings you need to work on. http://thephonicspage.org/On Phonics/concentrationgam.html My syllables lessons use nonsense words, you could work through the first 5 or 6 or 7, after that stop or give a bunch of help, they're designed for older children. http://thephonicspage.org/On Reading/syllablesspellsu.html I've never had a student who confused h and f, although they are visually similar. You can also use an all uppercase program for a while, write whatever you're studying on a whiteboard in uppercase or here is an uppercase version of Blend Phonics: http://donpotter.net/pdf/blend_phonics_reader_caps.pdf I would quickly work through all the phonics to sound out everything before letting him loose on books with patterns he has not yet been taught, that leads to guessing that is hard to overcome. Nonsense words and word lists help stop the guessing habit. Read interesting stories to him while working to get him to be able to sound out anything.

Yes, I'm a big fan of nonsense words. They are even more important for remedial students who guess real words based on balanced literacy teaching methods that encourage guessing. It is important to make sure they follow English rules, for example English words don't end in v. I have pages of them! My syllables program uses them. http://thephonicspage.org/On Reading/syllablesspellsu.html Also, extra words: http://www.thephonicspage.org/On Reading/Resources/ExtraNonsenseWords.pdf The book We All Can Read uses a bunch of nonsense word sentences as well. https://www.amazon.com/We-All-Can-Read-Teaching/dp/1893609308 I also have a game that makes both real and nonsense words. http://thephonicspage.org/On Phonics/concentrationgam.html I have a few arranged in sentences as well. http://thephonicspage.org/On Reading/newelizabethian.html http://thephonicspage.org/On Reading/languagelessons.html I actually started using them in desperation from all the guessing my remedial students did, I wanted to find something to have to stop my urge to yell at them to stop guessing. (I never yelled, I just felt like it, even though I knew it wasn't their fault.) I actually had a student who was so guess prone he tried to guess the nonsense words. He was good at math, too. When I asked him what he thought the statistical probability of guessing a nonsense word, he laughed. We had him sound out every letter of every word for a while until he stopped guessing.

Thank You!

Yes, I'm wondering about the specific requirements for UC schools. They would likely not use a charter school, but if needed for UC schools they would.

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This site is so hard to search! I know I've seen the answer before, hoping to be able to get info quick. We know someone who may need to finish out the rest of a child's high school as homeschool, they are in CA. Currently senior year in high school. Thanks!

It was very hard to find. I had to check my copy of Amazing Grace by Metaxis, I found it through his Bibliography. The 5 volume version, which is very winding and has a lot of excess in it, kept coming up in Google books. I read the 1 volume version, better edited but still a lot of original letters and quotes in there. https://www.google.com/books/edition/The_Life_of_William_Wilberforce_by_his_s/7f1iAAAAcAAJ?hl=en&gbpv=0

It will take a while. The one's I'm finding do not seem to be the one I read, I'll keep looking.

I actually enjoyed the free version even more, written by one one of relatives, on Google books. It was very dense, vocabulary wise, and I read it when the children were small, so I read it a bit at a time after they went to bed.

Bruchko is great. I can't think of any more recent books that are in that class. Most good biographies are older. Eric Metaxas' biographies of Wilberforce and Bonhoffer are excellent, recent publications about older subjects.

BSU is doing a good job lately, there are no cases traced to classroom spread, they are doing about 1/2 classes in person, half online. Most of the student cases are coming from off campus parties, but they are cracking down on those. https://www.boisestate.edu/coronavirus-response/dashboard/

Isn't shoe removal cultural appropriation? And how about the Dutch and wooden shoes? We need a historical study of shoe culture...

The Spellers used to be used before readers, to teach reading and spelling, like Hunter says. My syllables spell success program teaches you how to use the speller, it teaches syllables along with basic phonics in lessons 1 - 5, then teaches the speller in lessons 6 - 10. When young children were taught with the speller, they started with the syllables, then did basic phonics, then 2 syllable words based on the syllables in the speller. My syllables lessons are designed for older children that have guessing problems from sight words and other balanced literacy practices taught in schools, the word lists and nonsense words help stop the guessing. You could go slow with it and do extra words from Don Potter's Blend Phonics, use all of Blend Phonics instead of the excerpts in the program. http://thephonicspage.org/On Reading/syllablesspellsu.html http://www.donpotter.net/education_pages/blend_phonics.html You could play my nonsense word game with both children (they play, you keep score.) You can set up different cards for each of them based on the sounds they know. http://thephonicspage.org/On Phonics/concentrationgam.html