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4KookieKids

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  1. Thank you both. I will definitely incorporate drawing. They do like it, but are perfectionists, so I appreciate the heads' up regarding that challenge. On a different page I'm on, someone just posted rave reviews of this for their dysgraphic son (it seemed she'd tried everything else, but OT was out of their reach). I'm tempted to give it a try since the reviews are fabulous and it's a lot simpler than driving four kids to OT that's 90 minutes away (each way) on a regular basis. lol. https://www.teacherspayteachers.com/Product/Handwriting-Intervention-BUNDLE-4405410
  2. Yes, I can still se our subscription from last year as well. I loved how hands-off it was. I'm really hoping this home version has what I want! I have two younger kids who want to do it next year as well, and I'd never pay for them to do it (they're young and dyslexic), but if the home version gives me three student licenses for the same price I'd be paying for one anyway.... well, I may let the younger two do it as well (though without the requirement that they finish things). lol.
  3. As best I can tell, they separated out ALLl the activities into neat little modules so that teachers can pick and choose exactly which ones to incorporate into their lessons. They no longer are branded under "uzinggo," and are now only under the parent company "adaptive curriculum." It really is cool how they've made it so customizable - I just prefer something that's not so customizable!! lol. I prefer not to have a thousand different activities to choose from - I want "easy"! (Everything assigned, all in some reasonable sequence that my kid can follow and I can see that he's 67% done with Ph
  4. Our free trial ran out, but I can request another one. I seem to think he couldn't access anything that I hadn't assigned, but maybe we didn't explore quite enough! That would be a glimmer of light for him, at least. lol. ETA: You are correct! He is free to explore all the content on his own; it's just not in an easy sequence/progression in that case. Thanks! I would've never thought of trying this!
  5. DS11 loved uzinggo for science last year. He did the three middle level courses, and he says he really liked the activities (like "virtual" experiments) and learned a lot. Well, then they redesigned their program, and while I think the redesigns would make me VERY happy if I were a science teacher at school... we are not so fond of them as homeschoolers. In particular, there doesn't seem to be a way to "bundle" an entire course anymore, so I have to assign every single topic and activity within a subject individually if I want him to do them, and I'm just not up for that. (I've reached out to
  6. We tried a few doses, and I didn't see any noticeable difference, but I was too on the fence about it to continue (despite being told that it takes a while to build up in your system). I'm interested in looking into this more. One of my children, in particular, suffers from inattentive ADHD and also low working memory as well. Meds have been a difficult one for us to figure out, because I'm not generally averse to trying some meds, but it's been suggested that this one child may be predisposed to bipolar disorder, and they psychiatrist we were working with has concerns about "classic"
  7. From reading threads here and other websites about dysgraphia for the last two years, it seems that there are really only three options that people consistently bring up: 1) HWT and/or cursive 2) OT 3) Teach them to type and throw in the towel on handwriting anything. I have several kiddos who are both dyslexic and dysgraphic. 11 yo has barely legible handwriting but is a fluent typer (not quick, but can turn out a page of double spaced, 12 pt font, writing in an hour), so we are mostly on #3 with him. 7 yo has even worse handwriting and more emotional struggles with writing. S
  8. We use this series for first: https://www.cornelsen.de/reihen/meine-fibel-360001430000 After that, we use these https://www.cornelsen.de/reihen/sprachfreunde-lesefreunde-360002110000 https://www.cornelsen.de/reihen/umweltfreunde-360001680000 I don't think you need native proficiency to teach it, but I'm not sure how well it would work for someone who didn't speak German relatively fluently. My German is a bit iffy -- I grew up there and spoke more German than English until age 12, but then left and didn't pick it up again I took a few classes in college. Then I dropped it a
  9. I don't know what you mean by "engaging," per se, since that seems super dependent on personality, but my 5th grader is LOVING the Great Courses audio lectures. He sits and draws while listening or plays legos. He got started on Hoopla, but hoopla ones don't come with the supplemental PDFs that the audible ones come with, and those are helpful for me and him to be able to talk about what he's learning. I don't require a ton of output - just some basic conversation - but I feel like you could require as much output/rigor as you wanted, if you had the Lecture note PDFs to base assignments on. He
  10. I just did an experiment, and it turns out that 0/10 is the same star as 7/10 (when 8/10 is a pass), so it doesn't grade the stars even worse.) Silver and Gold stars must be for passing scores. And in case anyone else wants to see the angry star without signing up for a free trial, here it is:
  11. Definitely reading and spelling. You get a mad star anytime you don't pass, but I *think* they get angrier the worse you do (so angrier on 2/10 than on 7/10, though both are unhappy). I think I will email them. I had to laugh reading all the posts on here about angry stars now, but it makes me feel better to know that other kids may have had similarly negative reactions to the angry stars, so it's not just my kiddo who is weird. lol
  12. I just wanted to thank you all for your ideas and wrap this part up, so I don't derail the entire planning thread. 🙂 I have been looking at Jacobs, and I've also considered just letting him do Algebra through something simple like Khan or Aleks for a year. (I like that it's pretty hands-off for me, since I have a lot on my plate with my youngers at the moment, am not in a rush since he'll only be turning 11, and figure that if it doesn't go deep enough, we can always go through it more deeply later.) I'll keep poking around and spend some more time looking at Foerster, since I've not looked at
  13. Gosh, this made me laugh and gives some much needed levity to the situation (that's hard to say when you have a kid so furious with a program!) lol. We've been encouraging her to tell those dumb stars that she's still learning, and how else are you going to learn except to make mistakes? She does it (tells every mad star that she's still learning, so back off! lol), but I don't think it's helping!
  14. It's a good idea, but they're huge and sit right in the center of the screen!
  15. Not sure she'd buy it. She spent a full five minutes today telling my DS how mean the stars are when she gets something wrong, but it's worth a try! 😄
  16. What would you suggest for an easier program? That worked well for us for elem (BA along side Singapore), but we just haven't really found something else that I feel was a good alternate yet. I think part of the problem may also have been that he was cheating at PreAlgebra. lol. He just did Alcumus problems, got them wrong, read the solutions to learn material, and then ended up passing the sections, he told me once he was mostly done, rather than reading the book and attempting the problems in the reading first. I didn't necessarily mind at the time, since my hands were kind of full with o
  17. We just started a Nessy subscriptions, and my youngest child (Kinder) gets really stressed out by the “mad stars” she gets whenever she does not pass an activity or game. She doesn’t mind not passing, itself, but she starts crying every time she sees the “mad star looking at [her] mean.” Any ideas on how to help her? We’ve talked about growth mindset and how she's young and still learning, even how the star isn't really mad and is just giving her a confused look, but it does not help. I would really like her to continue doing Nessy at least a few times a week, but we need to figure out how to
  18. I hear ya here! I just went back and looked at my post in this thread from just 2.5 months ago, and I feel like I'm out of control already! lol. Uzinggo said they're not continuing their services but to "keep a look out" for something new they're going to be putting out (still not out, as far as I can tell), so there goes my high-input/low-output science option for ds11. Also, despite having gone through AoPS PreA independently, he now thinks he's "bad at math," because it has actually gotten kinda hard. I told him that that is my expressed goal in finding him academic material- to get him
  19. Ha ha. Yeah, I think that when I first posted, I thought that maybe there was just an over-reliance manipulatives, in which case, it does seem ok to continue forward, while we wean from the dependence on manipulatives. Through this conversation and upon further thought, it's now become clear that what we're actually talking about it a lack of understanding of some basic concepts, which merit figuring out before going any further. In hindsight, it was a dumb question initially, and of course moving forward when foundational pieces are missing is a bad idea. lol. But I've really appreciated the
  20. Maybe that's why it has thrown me that two of my kiddos don't just absorb math; I think my other two kiddos are more similar to your dd, as am I. I'm still learning to process what is "normal"! Even my 4th grader who still uses c-rods, definitely understood counting on at age 4, as did my other two kiddos, so it honestly never even occurred to me that my youngest wouldn't have it figured out by shortly thereafter, and that that is actually ok/normal. I'm definitely going to try it as "counting really fast!" the next time we sit down. I can't recall if I said that exactly last time we t
  21. I don't take offense - no worries. I feel like I'm pretty good at teaching ideas/understanding in higher level math, primarily because I've always loathed formulas and algorithms. So I just started taking my oldest kiddo through AoPS algebra, and we are having a wonderful time and he wrote out a great proof that sqrt(2) is irrational and it's SO MUCH fun! lol. BUT, I have a lot more practice teaching some of that sort of stuff than elementary age stuff, and I just never struggled with understanding any part of arithmetic, personally. So I think I *thought* I was a pretty good teacher, but it t
  22. Ah, I hadn't thought of that. I have so much to learn! lol. I'll ask about it. I thought they were magical for a while, because it got these two kiddos *doing* math, when they were stuck (my other two kiddos have never really gotten stuck on something in math). I think they just didn't actually make the leaps I thought they had, and instead, they only learned to use the manipulative correctly. lol.
  23. Hmmm, so we talked about "why" we count on when she is just counting everything together (for 8 + 3, we'd get 8 beans out in one pile, put 3 in another pile, and she'd count them to get 11), by talking about how we don't have to count the first 8 because we already know they're in the 8 pile, so we just have to start at 8 and keep counting up the extra 3 in the other pile. And then we practiced this a lot. Is that what you mean, or something else regarding the "why"? She knows addition means "put together," and she can do it with dice just by counting all the dots on both dice combined.
  24. Bigger problems become problematic because she usually doesn't think to actually do division; she guesses a random number and then multiplies by 5 to see if it's right. She is dyslexic and has a difficult time with fact memorization (which is why I let her rely on C-rods for so long), so by the time she actually gets a number divided by 5, she has usually forgotten why she even did it. lol. I have explained "counting on" by using C-rods by making our staircase and pointing to one and asking her to start there and keep counting (easy for her), counting up/bigger, one more each time, or going
  25. I will have to think about this, some to see if I can gauge their actual understanding. The short answer is that they cannot articulate what they are doing, and the older will even flat out tell me that she has no idea what's going on. But they are also both autistic, so articulation of thought processes is a special challenge for them in general, and not just with regards to mathematics.. ETA: the 4th grader can say 3/5 means to break into five equal pieces and take three of them, and she can draw a matching bar diagram or pizza picture where she correctly shades 3/5. But she's not able
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