Well, no one's checking ID's at the door or anything, LOL. It's just one of those unspoken things: you typically don't stick around unless you're family or otherwise very, very close to the family. The church usually determines the amount of food needed based on the size of the family, and the number of funeral guests can be several times that number. The last funeral I attended had over 100 people in the immediate family (children, grandchildren, great-grandchildren), and probably 300 funeral guests. Since most meals around here are provided by individual church members who volunteer to cook, that's an awful lot of food. I didn't stay for the meal afterwards, even though the deceased was the mother of my uncle by marriage. Like I said, this kind of thing obviously varies. When I worked for a church in the city, the church's chef catered funeral receptions (usually finger foods, not a full meal), and the family paid the bill, so everyone was invited. But separate funeral home visitations were rare. The reception WAS the visitation. And I agree, any gesture of sympathy will be appreciated.

In our area, the opposite is true, although I'm sure this varies. I voted visitation because it seems that usually affords the easiest opportunity to offer condolences to the bereaved. In my experience, there is often a meal after the funeral service that's for the family only, which can cut the chance to speak to them short. (Although when my sister passed away, one well-meaning funeral guest fell in with the family for the meal in the fellowship hall. We all spent the afternoon trying to figure out who he was; everyone assumed he was known to someone else!) If you are unable to go to either the service or visitation, or just feel uncomfortable doing so, flowers, a donation to charity in memory of the deceased, and/or a thoughtful card can be just as meaningful.

Math is the only subject in which I really require "fixing" mistakes, unless you count revisions on writing. DD and I have a set time to "meet" each morning and go over her work. She likes to start early so she is usually at least partway through her math lesson by then. We go through the answers to that day's work and anything unfinished from the previous day, with me calling out the answers and her checking her work. Then we work any missed problems together on the white board. We also use this time for our discussions (lit, history, science, etc.) and for me to give direct instruction as needed. I admit that I am shamefully lax about checking many of her workbook subjects, like spelling and Latin, other than making sure they're actually done. :blushing: DS is still in the "parent-at-elbow" stage so I use my one-on-one time with DD to give him a mid-morning break. He can get distracted easily so she knows not to interrupt us during the times I work with him, unless she urgently needs immediate help. Thankfully, DS's lessons (K/1st) are still short so those times are limited. Obviously, with him I am mostly watching as he works and can correct mistakes as we go. On some tasks he is independent enough that I can step away for a few minutes, but we always check/correct his work as soon as he finishes.

Both of mine went to church preschool, simply because I don't enjoy the types of activities that go along with that age (singing, messy crafts, etc.) nearly as much as I enjoy "real" school. I knew everyone would be happier if we outsourced some of that. We chose a play-based school where the emphasis was on making friends and having fun, not academics. It was a half-day program and and very developmentally appropriate. Sounds like you have a much better reason than me! FTR, my kiddos LOVED their preschool experiences and also love being at home now that they are older. I don't think you can go wrong here, really. If preschool gives you the breathing space you need, do it and don't feel guilty for a second. As others said, you can always bring them back home later if/when things get easier for you. Personally, I think it would be easiest to have at least the younger two on the same schedule, so either 3 or 4 days a week, not both, or even all 5 days if you want to keep them all on the same routine. That's just a logistical preference, though.

Yep. Mine does this, and I haven't had to change any settings. It pops up with a notice every time I print, but I just ignore it. I ordered toner back in September when it started saying it was getting low, and it's been sitting unopened ever since. I've only recently started noticing a real change in print quality, so I think it's about time to switch it out. As for b&w vs. color... We went with b&w because it was cheaper, and we just don't HAVE to use color that often. If you don't print much in color, it might be worth it just to pay at Staples or someplace when you do need color copies. We have an old HP inkjet that does color, but the ink is so ridiculous I've really quit using it. I hated that all the ink cartridges must be full to print anything, even just b&w. It's a rip-off, IMO. I had a color laser (not a Brother) eons ago but it was a very finicky piece of equipment. I personally probably wouldn't go that route again, but YMMV, obviously.

We do, but it's not weekly. I put together a quarterly plan. Each quarter has a six-week rotation, so we rotate through each week of meals twice before moving on to the next quarter. I try to take advantage of seasonal produce, etc. within each quarter (spring/summer/fall/winter). Changing things up helps us keep from getting bored, but also makes it easier on me. I'm a terrible meal planner. This gives us a structure while being easy to swap out meals for special events or just feel like something different.

We've had our laser monochrome Brother two or three years and have had to buy toner twice. However, the second time was several months ago, when the printer first started saying the toner was low, and we've yet to actually have to install the new one (getting close though). I would say that we're medium-quantity printer users. We have never had to replace the drum. I consider our Brother an extremely good buy.

That should be illegal. No, it should be criminal. :ack2: I'm sorry. Bad neighbors suck. Bad neighbors in a jam-packed neighborhood suck even worse. Then again, I'm borderline annoyed by the basement refinishing going on next door -- over two acres away! (Let's just say I couldn't live in the city. But my sister's DC rowhouse is ADORABLE!)

https://twitter.com/united/status/851471781827420160 Well, that's one way of putting it. :glare:

For ds, I picked up... 2 or 3 little Angry Birds figurines (less than $1 each on clearance at Target) a pair of gardening gloves the most adorable straw fedora colored pencils For dd... a 500-piece puzzle featuring big cats (she's obsessed with lions and cheetahs) a new book a small amount of spending money Both are getting jelly beans, Peeps (gross, I know, but they love them), and a chocolate bunny. Grandparents usually do treat bags with candy AND they attend at least one egg hunt, so I try to limit how much they get in their baskets.

Not a "thing" really, but we recently took a field trip to tour our local branch of the National Weather Service. The meteorologist who showed us around was extremely knowledgeable and took plenty of time to answer our questions. It was fascinating. And it was free!

She gives examples of exact pieces, but you don't have to go with those, although her picks are generally pretty middle-of-the-road in terms of cost. The shopping suggestions are pretty basic (e.g., two solid-colored t-shirts, dark wash jeans, navy or neutral cardigan, floral scarf). It's really very flexible -- most everything can be customized by fit, style, and price point. A t-shirt can be v-neck or crew-neck, fitted or loose, short- or cap- or 3/4-sleeved, etc. Whatever suits you best. And obviously, they can be $50 at Nordstrom or $8 from Target (my personal pick). For non-neutrals, you choose 1-2 colors and try to stick with those. She gives color suggestions based on what's trending that season, but of course you don't have to go in that direction. For example, she likes animal prints and I don't, so I substitute patterns that appeal to me, or other neutrals. I usually pick out one of the patterned pieces (say, a scarf) that I like first and then try to base my other color selections on that. She's very clear about which pieces need to coordinate, which makes it easier to know when you can pick something that is off your color scheme. I have not found any blogs that do it this well for free. Trust me, I looked. I suppose it depends on how much hand-holding you need (I need A LOT!). If you sign up for her emails, she used to give access to one of her older challenges for free. Also, you can get the SAHM Wardrobe Builder list here: http://getyourprettyon.com/sahm-casual-wardrobe-capsule-builder/. It doesn't include the outfits, just a list of pieces. I am a cheapskate, but for me, it has been considerably more cost-effective to pay for her guidance and end up with exactly and only what I need than to go it alone. And I feel really good when I have a simple, put-together outfit ready to go.

I think Alison Lumbatis at Get Your Pretty On has the best ideas for more casual outfits. She does seasonal "style challenges" where she gives a list of pieces to buy (or get from your closet -- most are pretty standard basics), along with various outfit combinations. She's good about suggesting substitute pieces as well. She also features a SAHM/WAHM outfit on her blog every Monday. I did two or three of her challenges after I lost a lot of weight and needed to replace my wardrobe at a reasonable cost. I found them to be very easy to use, even as style challenged as I am. I like having easy, go-to outfits that make me look put-together and feel good but are comfortable and casual.

What does computer education look like for middle grades in your homeschool? Are there specific topics/skills you cover -- e.g., coding, web design, specific software applications? Is it structured, or more interest-led? Do you follow a program or curriculum, or put something together on your own? Do you consider computer education a science along the lines of biology/chemistry/physics, or is it an elective? Just beginning to think about putting something together for 7th grade and exploring our options.

That was my experience too. I actually introduced the Dolch lists just so we could move on to something beyond the most basic phonics readers, mostly for my own sanity. It turned out to work fine; in the end it has encouraged him to stretch to decode sounds he hasn't officially learned yet. I just fill in the gaps as we go, telling him the sounds he hasn't learned, and we pick up the lessons as we come to them in the phonics curriculum.

We ran into the same problem here. And why does it seem that there's such a huge leap between the CVC readers and the so-called "easy readers"? That said, Progressive Phonics has worked great for us. It's really our primary curriculum at this point. Also seconding Dick and Jane and Mo Willems' Elephant and Piggie series -- ds was literally in hysterics at We Are In A Book. (Curious for those who are Willems-averse: Are you Seuss fans? Because I can tolerate Willems, but put me within a quarter-mile of Seuss and I develop a twitch!) I also found this list helpful: List of Easy Readers That Are Actually Easy. See Me Run was a big hit here. It's actually very cute.

Well, I had popcorn and some Honey Nut Cheerios, if that tells you anything. If I had Thin Mints, I would have eaten them.

If you can find some way to make it work, I would keep the lessons. Especially if the children enjoy them -- I'm sure you are cutting back plenty as it is. Worst case scenario, if she's that popular, I bet that if you get close to time and find that you just can't afford it, she will have a waiting list and be able to refund your money. We just came through a layoff -- (((hugs))). Hang in there. I know how it is.

I love, love, love my Lands' End flats (similar to this)!! Mine are a few years old, so not exactly the same but very close. I wear them anywhere I am going to be on my feet a lot, with or without socks. They are cute with pants, shorts, and skirts.

I'm sorry. It seems that when it rains, it pours. Been there, done that, bought the t-shirt. :( :grouphug:

DS6 got a Kiwi Crate subscription for Christmas, and it is a HUGE hit! He loves waiting for his box to come "on the FedEx" every month. And I have been very impressed with the kits. The materials are high quality, not cheap and flimsy. He does need some assistance with reading the instructions, but he is generally able to carry them out with very little assistance. The steps are well thought-out and obviously designed with young children in mind. He likes the sense of accomplishment this brings. In addition to the main project each month, the booklet also includes ideas for further play, even for turning the shipping box into part of the fun. While they are not cheap, we definitely recommend them. We usually work them into our science time, since ds doesn't do much real science yet, aside from reading and tagging along for dd11's experiments. I hope Grandpa might extend the subscription next year, but if not I will definitely consider putting it into our school budget.

These are good things to think about, most of which I wouldn't have known to look for. Thank you. You may be right about my friend. I really, honestly don't think we're dealing with any kind of disability here. I could be wrong, of course, and it is good for me to have an idea of what to keep an eye out for. He is in public school, with access to intervention, etc. (although it is a small rural school system and my understanding is that the district has eliminated a lot of the funding for this). His teacher does not think he needs tutoring, and told his mother so. His "grades" (they don't assign letter grades for 1st, but do give a 1-3 rating on mastery) are average to above-average. His older brothers are both quite advanced, and he's just not as far ahead as they were at this age. That has her worried. In her mind, she sees him falling further and further behind. He knows he's not at the top of the class like his brothers (he's not at the bottom either) and his confidence is flagging. For some reason my friend thinks that her own efforts (reading to him nightly, doing his homework with him) are not enough, and that I am so much better equipped to help him. This is despite my repeated protestations to the contrary. If I can show his mother that he can perform the types of tasks I outlined above, I think she will relax. And hopefully teaching him how to break down the task will also make it easier for him to put it all together the way his teacher expects. At the very least, I can devote some extra time to encouraging him and help to build his confidence. I am willing to do that for him. I don't think any child should feel inadequate at 6 years old, so if I can intervene to keep that from happening, I am happy to do so. If it turns out that I'm wrong, and working with him a couple of times isn't helping (i.e., if I see that he's really struggling with these things much more than I think he is), I've already made it clear that it will be in his best interest for her to find someone better qualified than I am. I'll definitely push that point!

Oh, for heaven's sake. This is what I mean. If you choose not to comment because you don't feel that you have anything to add, or you think the OP is hostile, or you're just plain uninterested, or whatever other reason you may have, that's perfectly okay. But what good does snark like this do? I apologize for misreading your intent. Yes, you said the plan was "fine." You also implied (at least in the way that I read your post) that 1) the expectations placed on this student are perfectly reasonable, and 2) he shouldn't need any outside help. Maybe the expectations are reasonable; as I said, "developmentally inappropriate" was an overstatement of my position, which I should have worded more carefully. Clearly the student is not meeting the expectations -- in which case, what exactly is the right course of action? Did you mean that it's unfortunate that a 6yo is being forced to undergo the additional pressure of tutoring instead of being given more time to learn at school? In that case, I agree, which is why I am hoping to be able to calm the situation down and take some of the pressure off him.

Perhaps "developmentally inappropriate" is too strong. But the combination of skills required to read a passage, read questions about the passage, formulate answers to the questions, and translate those answers from mind to paper proves difficult for some very young children. As I said, I do believe this little guy will be just fine. His mother is probably overanxious because he is not as advanced as his older siblings were at this age. Her anxiety is feeding his, or perhaps it's the other way around. I hope to be able to reassure them both, because they are my friends, and I care about them. Not having any particular experience working with young children (other than my own -- and I didn't begin homeschooling dd until she was 8 and just began kindergarten with ds this year), and not being the type to fly by the seat of my pants, I hoped to go in with at least some idea of what to do when they show up here next week. If you don't have anything helpful to add, maybe save your comments?

A friend has asked me to work with her 6yo, who is in first grade. Her biggest concern has to do with reading. While the student reads on grade level, and can verbally answer comprehension questions, he struggles with giving written answers. He does not struggle with writing generally, but it seems as though the process of reading a passage, reading the questions, and writing answers to those questions independently is overwhelming for him. This is not how I teach reading/writing at all. I tend to subscribe to SWB's belief that requiring a very young child to write about what he has read is often developmentally inappropriate, and I suspect that is what's going on here. Unfortunately, this student's school will assess him and determine whether he advances to the next grade based at least in part on his ability to do this, and putting him in a more gentle schooling environment is not an option for the family at this time. The teacher can offer no guidance or assistance of any kind during the assessment (which seems to happen frequently). Aside from homeschooling my own children, I have zero teaching experience. I don't know if I can help this little boy in the least, especially in an hour or less per week, but I'm going to give it a shot. Here's what I'm thinking: Split up the reading and writing processes. Have him read the passage once, then narrate it back to me in his own words. Re-read the passage, then work through the comprehension questions orally (his teacher provides a reading passage and questions each week for his homework). Encourage him to answer in complete sentences. Scribe his answers for him on a blank sheet of paper. Allow him to copy the answers I have scribed onto the worksheet. Perhaps have him read them aloud once more before and/or after he writes? Work towards taking dictation of his own answers onto the worksheet. Or possibly incorporate other dictation exercises to help him practice holding thoughts in his mind as he gets them down on paper? What else would you suggest? I am open to any ideas!!