Following! One reason I haven't tried Apples and Pears is that I couldn't figure out a long term plan.

Hi There! I have two second graders. We are using Singapore Math 2A right now. And I really need help teaching my son his addition and subtraction facts. We had been using RightStart and using all of their games to work on math facts. However, he still doesn't have the speed that he needs to move on. (IMHO) I'm afraid to move TOO far ahead in singapore without getting this basic stuff down....you know? We had been using a paid program called Reflex math to review the facts. However, my son HATED this website. It stressed him out and he cried every time he 'had' to play. Then we moved over to a free web program called xtramath at the end of July. My son likes this program better than reflex math. He never complains about it. However, I'm not sure it is the best instruction for him. I've attached his progress chart below..... And, as you can see, he has remained pretty much where he began when we started this program. (He only is proficient in 20% of his math facts.) My question is: Do I need to give this program more time? OR, is there another option/strategy I might try to teach him his facts?

I have had the hardest time finding a nice encyclopedia style book about rocks! I have found good ones about geography, astronomy, and other earth/space topics....but haven't found a great one for rocks. We are using RSO Earth and Space this year. So we have added in some of their book suggestions on this topic. HOWEVER, I really wanted a nice encyclopedia style book for our library. What I ended up going with is the National Geography Everything Rock Book. It has some stunning pictures and it is very fun to read. It isn't the longest book in the world, but it is very interesting. NOW---for your kid's ages, I would also check out the DK Earth Encyclopedia. It isn't just about geology, but it has a really great section on geology that you could use for a spine. Another book you could add is the Basher Science book on rocks and minerals. I personally don't really like these Basher books, but I seem to be the odd one out. Everyone else raves about them. ;) Maybe you could use this as a reader?

I see sam readers!

I am sure this has been discussed before, but a quick search is not bringing up any answers. We are not involved in a CC community, but I do pick and choose some of their stuff and use it for memory work. However, our actual 'base or spine' curriculum for history is SOTW. SO--- I am wondering if anyone has ever put together some history sentences to go with SOTW.

YES! you are a genius! Thanks!

Awhile ago, I remember stumbling across a blog who had taken all of the CC memory work and organized it so that it could be regularly reviewed using the Simply Charlotte Mason scripture memory review method. (Except they organized it all so you didn't have to mess with moving a hundred notecards around.) It was some product they were selling. Does anyone know what I am talking about?? (crossing my fingers.)

Hi There, We are studying earth science this year, and I am looking for some good books to add in about rocks and minerals. Any suggestions? I would also be interested in a nice encyclopedia or 'spine' book about this topic too.

Hi There, I just wanted to get the word out that the NEW (2014/2015) Sonlight Blog roll is up and running. If you are using any part of Sonlight in your homeschool, you can link up here. You do not have to be using a complete core to participate. There is also no minimum posting requirement. (You can also view previous school year's Sonlight bloggers too.) Bookshark users are also welcome to link up. Thanks! Cathy

I am sorry to say this.....but if I am honest....No.....Life of Fred is not enough for math on its own. It makes a nice (albeit very light) supplement to math, but it is not a complete math program. It doesn't give the depth that is needed for true math literacy IMHO.

They do NOT read for pleasure on their own. I have a hard time imagining them ever picking up a book and willingly reading it. :( (But that is probably just because I am feeling so discouraged with teaching reading at this point.) My son does love books though. He likes to flip through encyclopedia type books and look at the pictures. And he likes me to read to him. But he never willingly reads by himself. (And we are a low media/screen home! So he has lots of opportunity to find things to do to fill up the hours in a day....reading just isn't one of those things! Yet...hopefully ;) ) We already do the 'flip through book' thing before they go to sleep at night....but they don't read at those times. My concern about silent reading has to do with his guessing habit. He guesses at the words so much using context clues that I am not sure if he is really reading correctly unless I am there looking at the words on the page as he reads. I can't even just listen to him because sometimes his guesses make sense in the story...you know? When he reads to me, I have to back him up often and ask him to 'say the sounds and read the word' every time he guesses. I won't be there to do that when he isn't reading aloud to me. (Gee....as I 'talk this out' I am starting to think that is a pretty good sign he isn't ready for silent reading....right?) -------------- To answer your questions about why I am considering silent reading time (sort of an answer to 2 & 3)-------I know that really the only way they are going to get better at reading is to practice, practice, practice, practice, practice. I know of no other way of making it any easier for them. My two oldest kids are really close in age, so I am essentially teaching two to read at once. I am devoting a good hour per day listening to kids read aloud. (15 minutes each kid twice per day to spread it out). I am still going to continue that, but I still feel like they need even more practice than that hour of time. So, I am trying to brainstorm for creative ways to build that extra reading practice into my day. I was thinking of either doing some silent reading time after lunch each day....OR.....the other idea I was toying with was doing some "shared reading" in another subject. (I'm not sure if shared reading is the right term for what I am talking about. But, I was thinking that perhaps for our 'bible' subject I could get 2-3 copies of an easy to read bible story book and we could all take turns reading each paragraph and following along while someone else reads.) I'm also wondering if I should start having them read to me on weekends. I have not done this up until now because I know they are going to balk at having to 'do school' on Saturday or Sunday....but, we have to do what we have to do.

I want to preface this post by saying that my kids are NOT natural readers. Reading has always been the subject we have to work the hardest on. The kids have just gotten to the point where they can read books aloud to me more fluently. I am still going to have both kids read aloud to me each day, but I wondering at what point should I schedule in some silent reading time each day. Are there particular signs I should look for which indicate readiness?

Hi Everyone, I would like to add in some biographies of some famous scientists this year. We are studying Earth/Space this year, so any scientists in those fields would be great. Any suggestions? Thanks! BTW....My kids listening in are 7.5 and 6.

I've used both elemental science, sonlight science, and R.E.A.L. Science Oddyssey. I do the same thing when I teach all of them.... 1) We read REAL books (NOT textbooks). I use whatever science program we are using....THEN I try to find really good, 'living', books about the topic. I read aloud from these books to the kids twice a week. My kids enjoy this and seem to retain a lot of information this way. Are they going to remember EVERY fact of EVERY book I read to them? No, they remember things that are especially interesting to them...and it helps expose them to the concepts. For grammar stage work...that is enough for me. Afterwards, I ask a few basic comprehension questions to see if they were paying attention. ETA: I try to do this in a sneaky way. Like, "Wow, did you know that? I just learned something new." Or, "Tell me what you thought was most interesting about what we read?" 2) Fun labs....that actually WORK and teach true science. My daughter learns more by doing. So once a week we do a project in science. On project day we usually try to do one or two labs. And I try to be picky about what labs we spend our time doing. And I don't like lab books where the experiments never work. That is so disappointing for the kids! One of my favorite parts about sonlight science was that they packaged a DVD with their science curriculum that shows every single lab being done. I think that was genius and wish more science vendors would do this. (Are you listening science vendors??!! ;) ) The Sonlight DVD also has some guy explaining the science behind the experiment as he demos it. This was great for a number of reasons: 1) watching the dvd made them really excited to try it for themselves, 2) if our experiment didn't work, we could at least see what is was SUPPOSE to do ;), 3) The dvd allowed them to work more independently on their labs since they could see proper technique being demostrated. 4) We could troubleshoot our lab more easily after watching one that worked correctly. My second favorite labs/projects have been in the R.E.A.L. Science odyssey program. They are a lot of fun, and seem to work! 3) Memory Work: NOT particularly fun.....but memory work is really where a lot of grammar stage learning happens IMHO. It is so important because it helps solidify all of the various facts that we read about in books or talk about in labs for the kids. Otherwise they quickly become a jumbled mush in their heads. Memory work helps them organize the information they are hearing and seeing. It gives them a single memory peg to hang the information on. It also gives the kids those wonderful 'aha!' moments that I long for!! For example, I might have them memorize the four kinds of volcanoes....and then when we read a book on volcanoes, they get so excited when they hear those terms mentioned. And they retain so much more information. We are not involved in a classical conversations community, but I do use *some* of their science sentences for memory work. We put them to song, and review them often. (You tube has lots of song ideas.) ---------- Also, sort of OT...but can I give you some advice about your science rotation? (Feel free to toss it out the window if you don't agree.) I just want to say that I think it is very possible to combine chemistry and physics into one year in the grammar stage...and possibly even in the logic stage. The reason being, you really need a higher level understanding of math in order to really study these subjects. So in the grammar stage, you could do a quick run through exposing them to some terminology and concepts....but you aren't really going to be able to teach them *true* physics and chemistry until their math level catches up. HOWEVER, once they get into highschool, you might want to consider devoting a whole year to the study of chemistry. And another year to the study of physics. By this time, their math skills should be advanced enough to delve much deeper into these two subject areas....and I personally feel that it would be almost impossible to squeeze what they need to learn into a half year. Plus, I don't think a half-a-year of chemistry or physics will adequately prepare them for college. Just a thought. feel free to ignore. :)

I do nothing except school. ;) Maybe I need to step up my game.

In preschool (K4/K5) We did the math activities in the "What your kindergartner needs to know" book. They required almost no planning or prep. I used (or easily substituted) things we had around the house on the fly. I also read a bunch of the math start books and did activities to go with those. ETA: We started RightStart A in kindergarten after our informal year. Now after using RightStart, I will ALWAYS use that method for introducing basic numbers to kids. It is very natural and fun.

We tried to start when my oldest was 6. He did fine with FLL 1. But, the copywork in WWE was frustratingly hard for him. We put it away until half way through first grade and then he did much better. On the other hand, the narrations used in WWE were a bit too easy for him. So we ended up doing level 2 narration work. NOTE: Once we did start WWE, we did have to switch from the WWE workbook to the text. The workbook used text samples that were way beyond my first graders reading levels. So I didn't really see the point of having him copy something he couldn't read. (Sort of OT---but are MOST 6 and 7 year olds reading things like Wizard of Oz independently? Maybe my kids are just delayed, but I feel like the copywork samples are pretty advanced for first grade.)

I think that even though you seem very organized---there is a lot of visual clutter. There are two solutions that I see: 1) Closed storage- This would probably be the most expensive solution, but you could go to ikea or some place and buy storage areas with doors that would help everything be tucked away so there wasn't so much visual clutter. 2) Create repetition, patterns and symmetry--- (This would be the cheapest solution to help everything *look* neat and cute.) When the human brain scans a space it looks for repetition, patterns, and symmetry. When it doesn't find those patterns, the result is visual clutter. Stage 1: Repetition: You actually look VERY organized in your pictures! (That is half the battle right there! So you are doing really good!) But it looks like you are currently using many different types of containers to organize things. I see white boxes, two fabric bins, many plastic shoe boxes, etc. I think investing in some matching containers would create some repetition in the room and help you just FEEL better in the space. (Because you want to feel good in your homeschool room! That is important.) SO--I would invest in some matching containers that fulfill your organizational needs. Function is still of the utmost priority here though. So in other words, spend a few days sorting everything the way you want it. Then, look at the size and shape of the type of container that would best fit your need. And try to find some matching ones that will work in your space. Again, you have to watch that you don't spend a fortune in this step. There are actually lots of cute option at the dollar store if you have one close to you: http://www.quickstarthomeschool.com/wp-content/uploads/2014/03/dollar-store-4.jpg HINT: Anything that isn't pretty to look at, but you still need in the room would be a great thing to put in a bin. Stage 2 Patterns: You want to create groupings and patterns for the eye. So, you wouldn't just put ONE basket on the shelf. You would want to make the whole shelf baskets. And if you planned to have many baskets, you would want to group those baskets together so there is a pattern for the eye to follow. Also, baskets look best towards the bottom. Here is an example of grouping/patterns in organization. Look at these books shelves. Notice that she has all white binders acorss the top. Then she has all matching magazine bins on the second shelf. Then she has small, miscellaneous plastic bins on the third shelf that are all about the same size. http://www.pinterest.com/pin/19421842112537480/ Stage 3 Symmetry: Making the storage / objects in these areas as symmetrical as possible will help balance the space and make things 'look' more peaceful and organized. So how do you do this? You need to balance things visually whenever possible. An example of where this could be done would be in those two tall books cases that surround your white board. Try to create 'mirror' versions of organization in those two shelves. If you have baskets across the two bottom shelves in one, put the same baskets across the two bottom shelves in the others. If you have books on the upper shelves in one, put books in the upper shelves in the other. That type of thing. Stage 4 Cutsify: This is where you try to make the cheap organizational bins you purchased in stage 1 as cute as possible. Put chalkboard paint labels on mason jars or bins. Buy some small galvanized buckets and hang them on the wall with hooks or set them on the shelves. (Target has them in the dollar section.) Put cute labels on your clear shoe boxes (you can print these, or use that chalkboard paint again. Our local craft store even has little chalkboard you could hot glue onto them or tie with ribbon for a buck.) You could also use decorative paper to line your clear storage containers. http://www.kindercrazeblog.com/2012/05/fancy-up-your-sterlite-drawers.html

Well..... We never stick to our times either!! ;) That is why we have a make up day because things always end up running longer, or....well, you know how it goes! In fact, the only reason I lay my day out to time is so that I can see if it is even possible (on a perfect day) to do everything that I want to do. I just worry that it is too long of a school day for kids that age. BUT, at the same time, I am not sure how to cover what I think needs to be covered in any shorter of a time. (ESPECIALLY with a toddler running around.) I do have the WWE 1 workbook, but I realized last year that I prefer to use books/poems that we are actually reading for copywork sources. Everything feels much more integrated that way. Plus, it sort of annoyed me that the grammar concept we were reviewing in WWE never aligned with FLL. You know, you are right. Especially if you factor in clean up and meal prep. hmmmmmmm.... As far as nap time goes----my baby is actually only 10 months old right now. And he is taking TWO naps. One mid day-ish and the other late afternoon. But, I don't even plan school around his naps because he won't stay asleep for very long in a crib. (Only 15 minutes or so.) The only way he will stay asleep for a good length of time is if I wear him in a wrap on my back. SO---what I have been doing is wrapping him up and then teaching math/spelling/whatever that way while I stand and he sleeps. Probably not the best solution, but it is really helping me get in shape. ;) LOL (Just kidding) As far as how next year is going to go, I am really worried about it. I am afraid he might scream or yell the whole time I am trying to read to the big kids. (That is already happening a bit.) So that will be very hard to work around. And I also worry about him disrupting other parts of our school. SO far my coping strategy has been to keep him contained as much as possible. Our school room (aka the dining room) is attached to our family room and separated by a gate. I have made the family room very, very child friendly so he can do whatever he wants in there while the older kids are working at the table. But, that only last so long. (He wants to be with the family!) So, When he doesn't want to be alone in the family room anymore, I have been wearing him on my back and I just stand and teach. (That way he is contained and can't get into trouble.) Whenever I read aloud to the kids (bible, history, science, literature)--we all head in the family room together. And the baby kind of climbs on us and does his thing. (Sometimes he is really loud though.) I HOPE that continues to work.

Hi Everyone, I have two children ages 6 and 7 in 2nd grade. I also have a baby who is going to turn 1 in September. We school 4 days per week. On our 5th day we do reading, math, spelling, and read aloud....and the rest of the day i use as a catch-up day. (Because we never get everything we plan in.) I have a tendency to try to do TOO much. So I want to post my plans for this year and get some feedback. Please be nice and gentle! :) Am I doing too much? Just enough? What do I need to cut or add? Daily Flow..... 7:00AM--Wake up, Get Ready, 8:00AM--Breakfast 8:30AM—Bible (30 minutes) 9:00AM---History (2 days per week) OR Science (2 days per week) –Read from some ‘living book’ and ask them for a narration. (30 minutes) 9:30AM—Spelling (20 minutes) 10:00AM-Reading (First kid reads to me for 15 minutes while the other one plays with baby then we switch.) --15 minutes each kid, 30 minutes total 10:30AM—Break/Snack 11:00AM---Math (30 minutes) 11:30AM-Handwriting (10 minutes) & Poetry Memorization (10 minutes) 12:00PM—Lunch 12:30AM—Read Aloud (30 minutes) 1:00PM—Grammar (FLL) & Copywork from read aloud or reader (30 minutes) 1:30PM—Finish School. 2:00PM-- Field Trip / Social Time / Chores 6:00PM--Daddy comes home / Dinner 7:00PM--Spend time with Dad, clean up, baths 8:00PM--Bed time (They can read or listen to audiobooks) ---------------- Field trips Weekly-Co-Op: Science experiment (from RSO Earth and Space) and Art Lesson (artistic pursuits) Monthly: -Nature Study Club -Artist Museum Field Trip -Composer Study Club -Character Club -State History Club -Various field trips and playdates ------------ Curricula: Bible: Leading Little Ones to God, the Bible and Bible study for all ages, easy reader Bible (whatever we feel like that day) History: Story of the world 1 Science: RSO Earth and Space Spelling: All About Spelling 2 Reading: Sonlight Readers Grade 2 Math: Singapore 2A/2B Handwriting: JOH Cursive Poetry: Using the list from IEW Read Alouds: I've picked a few titles from the Sonlight B read alouds (only) and the list Classical House of Learning (Ancient times) Grammar: First Language Lessons 2 (using grammar portion only. skipping narratins, poetry memorization, dictations, picture study, etc.) Copywork: I am going to pull my own copy work sentences from the kids literature, narrations, or poetry selections. I'm going to try to select passages that re-enforce whatever we are talking about in grammar. Halfway through the year I may start alternating copywork with dictation.

Check out the Sonlight Core A or Core B read aloud suggestions. Seriously, they pick the BEST books.

Ok, thanks for all of the replies. When we did AAS 1, we did it about 4 days per week on average. So I will just keep that up this year too.

Hi There, I'm using AAS 2 with my 6 and 7 year old children. How many days is it suggested that we do spelling per week? As always, I am having troubling fitting all of the language arts that I want in every day.

No, you don't need the guide. People kept telling me that....but I still purchased the guide and realized I didn't need it. The guide is pretty looking, but not that useful IMHO. I would suggest just reading the books in a 'rough' chronological order and then discussing them casually with your kids. "Can you believe what happened?? What would you do if you were him?" etc. Then, you mgith consider looking places up on a map when a locaiton is mentioned. You could also add any dates you come across to your timeline if you keep one. Then, just keep history notebooks. In our history notebooks I have the kids do a coloring sheet or a drawing of what we read about. Then, I alternate narrations with copywork. Those are written under their picture. On narration days they tell me in their own words what happened in our reading and I write it down for them. I might say, "Tell me the two most interesting thngs you learned today." or something like that. On copywork days, I choose a sentence that summarizes our lesson and have them copy it from the white board. Some people do lapbooks and other fancy stuff. My kids are not into that though.

Background: My two children are in first and second grade. (However, the first grader is working at her older brother's level in narrations.) I'm trying to think of some better 'leading' questions when it comes to asking for narrations in content subjects. (Like history and science.) Last year we did the standard, "tell me one thing you remember" deal-----BUT most of the time they would tell me some random, unimportant fact. I think that had to do with the fact that my question was so vague. This year I would like to work on helping them to identify the most important details of the story. I think they are quite capable of doing that, I think that the problem is that I am not asking the right questions. So what are some more age appropriate narration starter questions that I could use?