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4KookieKids

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  1. I probably said that wrong when I talked about narrowing. It's just that she does the "general" stuff like math, history, science, and English relatively quickly, and we still have a lotta time to fill. lol. So I didn't mean "narrow" in the sense of cutting out stuff, as much as I meant that we're looking for ideas on where to go with the rest of our time. 🙂 So far, I feel like the biographies have been appropriate, and the take away about God's work (rather than man's), but this is a good reminder. Regular, ongoing teaching practice is a great idea. So much to be learned from th
  2. So I get that someone who wants to be a missionary will probably eventually go to a Bible college, seminary, and/or specialized training and/or language school. And I *also* get that if you know you want to be a medical missionary or a flight missionary, then those goals help direct your educational path. But if you have a kiddo (say middle school) who is convinced God is calling them to missions work (and has been for 4+ years, though not certain exactly what kind), how would you tailor their education towards that (or would you - is that too early to really narrow the focus)? I get how
  3. We're coming back after a pretty long break, but I feel like the dust is finally starting to settle. Our year is never very well planned out, and we re-evaluate about every 2 months, but I find it good to think about long-term, so appreciate this thread. All together. We've been finding our grove doing things together again, which we'd gotten away from for a while when I had toddlers and preschoolers running wildly through the house. But it's been pleasantly relaxing and refreshing to start the morning off with some "together" time. History - we just read together out of Usborne or
  4. My 2nd child is more obviously 2E than my other kiddos, in that her weaknesses/disabilities are not masked nearly as well as theirs are. She is finishing up 2nd grade, and doing both Singapore 4a and BA 2C. She hates the problem solving part of BA (she doesn't want to puzzle through things, and I would say she does not at all like things that don't come easily). The only reason we have BA in there is because she was hitting stuff that was too advanced for her in Singapore, and I needed something else to keep practicing old skills while not moving forward in Singapore too quickly (she barely ma
  5. In our case, I'm finding this is sort of working itself out on its own. I used to work really hard to get him to write out something (ANYTHING!! lol) in BA, all to no avail, and I worked on it a lot the first 2-3 months of preA before finally throwing in the towel and letting him off without writing out full solutions (he is dysgraphic, so there is more to his not writing things down than the "normal" refusal, and I have three younger kids who are also 2E that needed my attention during the day). While my ds10 can do an amazing amount of work in his head, by the end of the AoPS prealgebra book
  6. Thanks for your thoughts. I appreciate the honesty, and I agree that sometimes you just have to do what works. I've been thinking that maybe this summer, I'll give the AoPS books a try (perhaps just alternating days, one day of book work, one day of alcumus and see how it goes). Part of me wonders if I'm (unconsciously) trying to have a "perfect little homeschool," you know, when your ideal of how you thought things would look clash with your reality (four 2E kiddos, in my case). I wonder if I'm being foolish even considering rocking the boat, when I've felt like I was fighting a losing bat
  7. By summer, my ds10 will most likely be finishing up his tenth level of Barton (whoot!), his middle school uzinggo (all three courses), and the alcumus preA to blue. Right now, he is also learning Spanish and German grammar online with DuoLingo (he already speaks German fluently) by his own choice, despite me not requiring a 2nd language because I know it's typically difficult for dyslexics. In general, I like the online stuff because 1) it doesn't require a ton of hand-holding by me, and 2) it's high input, low output, which is perfect for my 2E kiddo! I feel like we have a great rhythm wit
  8. This is easy enough - we already have small chalkboards, sponges, and small chalk. lol. Thanks! Also good information! Thanks! It kind of reinforces my suspicion from looking at it that most of the stuff that I could buy from the store wouldn't be much more than I already do - but I will definitely give the training a look!
  9. That's good to know. I didn't want to skip it if it's the ONE thing that really would make a difference. But I also don't want to waste money if we're already (most likely) doing as good as we can!
  10. Has anyone here had success using CBD with their children with adhd, anxiety, asd, or depression? DH wants to consider it. He is also ASD with adhd/anxiety/depression, and has been feeling better with it, though he doesn't find it improves his attention significantly. But he's only been using it for two weeks. Just curious to hear what others have tried or think. It's too easy to find websites saying anything I search for ("Changed my life!" right next to "No evidence for it!") I'm at the point of wanting to medicate for adhd and anxiety in two of my children, one of whom is also showing signs
  11. We had red flags with all three of my autistics by age 2. I take a little bit of an issue with the claim in the article that later diagnosis were associated with mild presentations. Our presentations were NOT mild -- they just didn't fit the boxes nicely and weren't easily seen for what they were at that age. I didn't know what I was looking for or understand what I was looking at. Come ages 7 and 8, I'm taking an 8 pages single-spaced document to everyone we see, outlining all of the struggles/flags we've seen since age 2. Finally, with my oldest dd, it dawns on me that it might be autism, so
  12. I think about this a lot with my three autistics. My ds wasn't diagnosed until age 7, but the professionals we saw at that point said we had been doing all the right kinds of "early interventions" that they would've suggested anyway (explicit social skills teaching, visual schedules, clear routine, etc.) - we just didn't know they were a "thing," and were making things up as we went along. By the time we had three more kids and suspected two of them were autistic, they'd been in speech and OT and had similar social skills teaching for years (we do lots of social thinking stuff in our "free tim
  13. I wanted to write this update, just because I was laughing so much. So here's my child (from the original post) making "hopscotch" games to try to learn her skip counting (her own idea) because she still can't skip count easily from memory after practicing for over a year. Yes, I read the Ronnit stuff, and we're back at using C-rods and dice and cards and playing games a lot. So we've been happier and I'm not stressed or anything. 🙂 And here's what the same child brought me when I told her it was math time, recently. "Oh, I already did my math," she says to me nonchalantly. I hadn't
  14. I've spent some decent time reading past threads about HWOT and dysgraphia. I've spent some time looking on the HWOT website. I get that everyone raves about how it works - but can anyone tell me why? I'm not suggesting it's not worth the $, but I'd like to understand what I'll really be getting for my $ before spending it at least (and be assured that it really would offer something new/better). 🙂 Currently, my dysgraphic kiddos practice their handwriting/letter formation the way taught in Spalding (clock letters begin at the 2 o'clock, with enough space to make the clock shape, line lette
  15. Looking for recommendations for Christian read aloud books for youth. While we've enjoyed stuff like Narnia, we're looking for something a bit deeper right now. Recently, we've been enjoying books like Hinds' feet on high place, the new Pilgrim's progress, the Trailblazers series of missionary biographies, and Kisses from Katie. I'd love to find more books in the same vein.
  16. I'm so bad at big picture goals that I usually just skip these threads! But I'll try this time, just because it'll be interesting to compare it with what we actually get done after the fact!! lol. I've really enjoyed our push to read more books together as a family this year. My oldest two have read the first five Harry Potter books and the Hobbit with me (takes so much longer than reading independently!! lol), and our entire family has read the first four Little House books together, as well as a few other classics a la Wizard of Oz, King of the Golden River, Pirate's Promise, and Reddy Fox.
  17. Are there Spanish programs for kids that are completely audio/video based with no reading/writing involved? I know there are audio programs for adults (CDs to listen to in the car, podcasts, etc.) Just looking for similar programs for kids! We looked at Muzzy, which seems to have a preschool program with no reading/writing, but I can't tell if the upper levels include reading/writing, and I also can't tell if the app supports multiple child profiles (I sent them a message to ask, but haven't heard back yet.) We're doing the salsa videos, but ULAT looks a bit boring to my elem aged kiddos.
  18. Wow, that really is good!
  19. I will check out mindwings. We had planned to try to start IEW with him after Christmas. We were waiting just to see if dd8 could get through Level 4 of Barton and potentially join him in doing it. Would that address some of these things, since you're talking about writing?
  20. We have since moved, and don't have access to a good SLP any longer, so I'm needing to do it myself. She had the same discrepancy (100% of explicit, 0% of implicit) when the stories were read aloud to her, so I totally get what you're saying - but I think it's definitely more than decoding / fluency. These are great thoughts. I'll definitely think more on this. I feel like this is one area where I don't even know how to make up good examples to talk about and need something scripted! lol.
  21. He listens to a lot, but I wonder if it's not his autism that hinders him from answering the questions correctly, because he doesn't get nuances and has a hard time seeing the forest for the trees, you know? Readtheory is basically like a test: you read a passage and then answer multiple choice questions about it. It explains why the wrong answers are wrong and why the right one is right after you answer them. It automatically adjusts the reading level of your passages based on how well you answered the questions on the previous passage (i.e., good answer -> higher reading level, more
  22. I agree it needs improvement. My dd8 got the dx even though she fell a point short of the threshold on the ADOS. I appreciated our examiner really listening to us when she made the final decision. In particular, she fell short of the threshold, despite being able to articulate things like: It's hard to understand people. In public, in a group, I'll say stuff like, "Yeah, yeah, totally!" But I'll walk away from the group thinking, "What just happened? I don't understand what's going." When I get in trouble for being mean, I don't understand how or why I got in trouble and I'm sad that people do
  23. DS10 is 2e (dyslexia, dysgraphia, ADHD, and autism) and taking the PSAT 8/9 this year through Numats. He really wants to improve his language score this year over last year, but I'm not actually sure how to help him. I will not put him in one of those actual "improve your score" classes at this point. He's in level 6 of Barton and is reading voraciously, though I don't really test him on what he's reading, so I have no way of knowing how much is being skipped or missed. That aside, when he does sit down to practice a bit on readtheory.org (please, no judgement! It's all his idea...), he'll cal
  24. One thing that came up on dd8's most recent SLP eval was that she scored 100% on explicit comprehension questions on a story, but 0% on implicit comprehension questions. So one of the recommendations is to target implicit and inferential comprehension and question answering. I would've asked at the SLP about it, but at the time I was more focused on the dyslexia aspect of things. Since we've moved since then and don't see that SLP any longer, I thought I'd just ask here first if anyone knows what that actually means and what it means I should be doing? I do recall the SLP saying that it *could
  25. Only my attention and confusion. She has been known to say that it's fun to be sassy or rude because when you're sassy or rude, you get more attention. And she's open about doing things for attention on a regular basis. So, yes... it's confusing. lol. I may try a different day. Or take those top 3 and try all different variations of those and see what happens.
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