I would work on her reading being less of a struggle before expecting retention of grammar. I am not familiar with Abeka, but can you just work more on reading instruction and save the other LA (like parts of speech, punctuation, and such) until next school year?

Yes, but my understanding is MEP R is used for 5 year olds in Hungary (where the program originated), just UK chooses to start a year ahead. Of course, I'm not meaning to debate as it is a great PreK program! Just wanted those who don't get to MEP until K to feel okay with starting MEP Reception vs MEP year 1 if that's what suits the child best. MEP 1 doesn't start in Hungary until the equivilent of the U.S. 1st grade year. My dd started a few I See Sam books and simple CVC words at almost age 5 without much prompting from me. I didn't start K until a few months later. I thought K would be a breeze! Well at the end of K (newly turned 6), with 5-10 minutes formal reading instruction each school day, she was only comfortable with I See Sam books up to book 12 and simple CVC words!!! I thought I was a failure at teaching reading (ds learned to read in ps K without my instruction). I felt so bad that I slightly regretted not sending her to ps K. We didn't do much formal reading instruction over our 8 week summer break. 2 weeks into 1st grade we were still at the same place. I had her vision and tracking checked just to rule out eye issues, but the testing was fine. Now she is 6.5. This last month she has taken off with reading/phonics lessons! It's like a light bulb went off. She is reading sentences and word lists easily that were torture for her just 2-3 months ago. I'd guess she is reading " on level" ( whatever that means!). FTR: behind or ahead reading level doesn't amount to a hill of beans. Minus any significant challenges or giftings, I hear most children level out to about the same reading level come 4th grade regardless of whether they were reading chapter books at 4 or if they didn't start blending until age 6 or so. In comparison, my ds wasn't quite 5 1/2 when he entered ps K. He had no interest in reading before that. My friend, who ended up being his K teacher, told me not to worry. He finished K reading at a "2nd grade level" (again, not trying to give credit to the system of assigning reading levels, that's just what his exiting K report said). However, he didn't pick up reading more than a few CVC and sight words until the 2nd half of his K year when he was nearly 6.

To start, I'd have her do copywork (free from online or her own reading) for handwriting on level, do family read alouds from books on hand or at the library (thinking so,etching like Winnie the Pooh for youngers, Anne of Green Gables for a bit older, or any of the countless classic series), if her children are young elementary temporarily get some cheap math workbooks from a local store, if older maybe some Kahn academy videos and xtra math online for just a few weeks, have the child read something to a parent daily on his/her level, etc... This is only temporary to give the mom a bit of time to research what she thinks will work for their individual life BEFORE wasting, I mean spending, any money. Refer the mom to links that describe different curriculm styles (on YouTube SCM has a good short video called the "5 flavors of homeschooling" that can help her get a start on what style (classical, CM, traditional, ecclectic, unschooling, etc....). THEN, she can set a budget and choose curriculum after doing all the other "free" things for a few weeks. Encourage her to spend atleast a week or 2 if not more just relaxing and getting into the groove of having the kids home all day before starting...them add 1-2 things at a time (maybe one of the 3rs and one content subject each week) until they build up into a flow of things slowly. No rush to decide quickly what to choose to use! ETA: just reread OP that this is for a 2nd grader, please ignore my older/younger elementary comments. There are also multiple videos on YouTube, history Channel. Netflix/Amazon prime, etc... to have her watch for 30min-1hour each day until history and science is chosen. She may like Magic Schoolbus and Liberty kids.

I loved going to the doctor as a child to get to look at these Bible storybook pictures.

Read this after I replied to Ellie's post. What is stated above is what I had pictured happening with him checking his own work using the Easy Grammar. The program seems deceptively simple, yet it seems thorough. Regardless, as a newer home educator, I will do my best to stay on top of knowing he comprehends the material before moving on.

Thank you for warning me about this. I will take your advice.

Agree, you can't go wrong no matter which you decide to do first. If you start with ancients, younger siblings will likely fold in further down the timeline. I think history for elementary grades is mainly for exposure to people, events, and consequences for actions. High school is more for connecting it altogether with in depth understanding. Vent here: I also think due to the internet forums and blog sites, we put too much stress on choosing "just the right" miracle history program to cover so young in "just the right" order. We read that so and so covered the entire pilgrimage from Europe to the New World, built replicas of the boats, hand sewed pioneer outfits with all the kids, checked out every possible book about pioneer life from the library, took a field trip to Williamsburg AND cooked a pioneer meal. Then we panic because we just read the chapter from our spine on pioneer life and moved on. Nothing wrong with doing all the extension activities and sharing about it, but just know it's the icing on the cake. I tend to stress more about choosing the right approach and order for the 3Rs.

I like the idea of showing work if the mental answers aren't 100%. I also like the idea of showing the work for a portion of the problems (your judgement) if the mental answers are 100%. My ds just got to a point where the problems are too difficult to do mentally. He HATES having to write out his math work.

I agree about considering holding off...BUT I got the Easy Grammar teaching guide for grades 3-4 for cheap at a used bookstore. Just this week started ds on it. I cover up the teacher's page with paper clips and a card stock sheet and have him do the worksheet beside it. It is written to the student so well, I expect to spend 5 minutes or less going over and reviewing the lessons with him. I also plan for him to check his own answers next year and come to me for anything he missed or didn't understand. I am fine if he doesn't get much done the rest of this year or if we don't finish it before the end of grade 4.

Agreeing with all of the above. Using it for years 1-3 1/2 I would call the mental math superb! The Roman Numerals are great for mental math and number manipulation that will transfer to other areas of math, it's great for abstract and mental math thinking/problem solving,there is a very occasional problem asked that has "impossible" as the answer (the student is expected to state that instead of guessing at an incorrect answer), very heavy on algebraic and geometric thinking, great lesson plans that review and extend concepts beyond a basic worksheet based traditional program, there are puzzles and charts that get the mind wheels turning, some of the extension exercises go right over my head and I skip, etc... Pros and cons for our family: MEP works wonderfully for my "live, eat, breathe, and sleep" numbers obsessed ds. I add in US measurements and US money as needed, mainly in real life application scenerios. It is getting VERY time consuming for both of us midway through year 3. His other subjects are also requiring more time and depth of thinking as well which doesn't help. I am planning to continue using MEP as much as realistically possible with him, but slowing down the pace. I have ordered CLE for him to do on days I don't have time to teach him a long lesson or days his other subjects require more brain power than usual. It is additionally draining for me because my dd who is midway thru y1 doesn't think abstractly by nature and doesn't think numbers are the end all be all to the enjoyment of life. She is really struggling with the depth of the MEP problems. She is fine with basic adding and subtracting within 10 and will be fine with the basics within 20 by the end of the year.. She is fine with 4+3<8+1. She is not fine with MEP's more complex take on < and > like: 2+3+_ <(by 3) 8+2-1 . She is fine with Roman numeral problems like V+V=X. She is not fine with MEPs more complex problems like: change one stick to make this equation true: VI+VI=X. I want her to atleast understand these more complex problems partially (not expecting mastery though) before moving on in the program. The program will get exponitially more complicated for her if she doesn't atleast partially grasp how to approach solving the more in depth problems. I am seeing visions of CLE math as a spine in her future with MEP as a supplement. Regardless, it sounds like MEP will fit your long term goals for a math program nicely. I'm am not familiar with Miquon or Ray's.

My 3rd grader spends about 2 hours doing the 3Rs along with history or science (some on own, some with me), about 30 minutes doing a group morning basket time with dd (folksongs, poetry, geography, composer study, artist study, Spanish---not everything everyday), and 30 minutes piano practice most school days. We do an art, handicraft, or PE activity some afternoons. We have school related extracurriculars outside the home averaging twice/week (1-3 hours time depending on the activity). These activities often supplement our homeschool curriculum falling under the categories science, history, art, music, Bible, or PE enrichment. We read biographries and literature at bedtime and on weekends when possible.

I haven't done this, but in your situation with band experience I would think teaching recorder might come naturally for you. My understanding is a decent recorder doesn't cost too much money, the instruction books are priced well, and there are several free online videos or instructions. I am teaching ds piano because I have a little background in piano, otherwise I would try recorder.

I second the recommendations for the AA Milne poetry and A Child's Book of Poems by Fujikawa. When ds was 7, he cried at the last page of the Fujikawa book because he wanted the book to last forever. We are planning to reread it as a family again now that dd is 6. There is a poem at the end of the Milne's "Now we are Six" book called "The End" that ds memorized when he was 6 and dd memorized now that she is 6. It is a short, cute recitation for a 6 year old. Favorite Poems Old and New is my other read aloud recommendation. It is thick and will last for 2 or more years of poetry read alouds. We have this as an end table book and just pick it up once in a while to read when we have a few minutes to spare. I have selected several pieces for poetry memorization from that collection as well.

IMO, Abby Jane is BEAUTIFUL, but someone will criticize ANY name you give your child at some point and any name you give will just not make sense to certain people. We told our parents and grandparents ideas for names we had for our dc while pregnant...big mistake! Dh and I were so proud of the 2-3 choices we narrowed down to for boys or girls before our ultrasound, and our family on both sides just gave sour expressions like why we would name a child such a thing for the choices we were considering. In the ultrasound room with my 1st, we found out it was a boy and my mom said we shouldn't name him a certain name we were highly considering because it would get shortened to something my mom didn't like. The ultrasound tech said in a hasty tone, "that's my son's name!" In the Ultrasound room with my 2nd, my mom said she was glad it was a girl because she didn't like the boy name we were considering! All that to say, name her what you want even if your whole family and friends don't like it. My dd has a catchy 1st name that can be for a boy or girl equally and more formal feminine middle name. Either name goes well solo with her last name. I kinda of like her middle name with her last name better and was secretly hoping it would come narural to call her by her middle name. But she likes to go by her 1st name and her 1st name suits her personality more at the moment. Glad she has an option to go by a name with a more feminine flair later on if she chooses without having to change it. I have a friend with a grown son named Rick. Recently found out that Rick is in no way associated with any of his given, legal name. His younger brother started calling him Rick when learning to talk, the family started calling him Rick at home to play along with the toddler. Rick caught on, the man grew up to be called Rick with friends, families, at school by classmates and teachers, in the work place, with his wife and new family when he grew up, etc.... Even though his legal name was never changed and he ONLY uses it for legal purposes. Strange I know, but "Rick" does suit this man's personilty well. Most of all, ENJOY your new little daughter! CONGRATULATIONS,

For reversing b and d, I have a few different approaches that might help, I may have gotten one or two of these ideas from this forum.... For b say "the baseball bat is on the ball". The line being the bat and the circle the ball. For d say "the doorknob is on the door". The circle being the doorknob and the line being the door. I taught my dc to not reverse numbers the same way I remember learning from my 1st grade teacher. Write zero-9 in order, the teacher being the zero with a smiley face inside. All other numbers have smiley faces that look straight or toward the teacher. But 5 and 6 have sad faces because they point away from the teacher (or to the right instead of the left). I transferred this concept into b and d for dd. I told her the "b" is "bad" and looks away from the teacher (she has an immediate picture in her head of the numbers that face to the left toward the 0 in a 0-9 written line, and knows the b must face the same way as the 5 and 6 with sad faces who are looking to the right, or away from the teacher at the left). Oh, and that d is delightful because d looks at the teacher (or to the left where the teacher stands). Hope I explained that okay! I haven't tried this as the 1st 2 methods help dc with those reversals, but from Don Potter website I read that he has the student look in a mirror and say "b", then note the lips touch in a line when "b" is voiced. Then he has the student look in the mirror and say "d", then not that the lips are round and don't touch in a line when "d" is voiced. That should remind the student to form the line 1st for b and the circle 1st for d. One other thing I haven't tried but read was to picture the word "bed" with the line at the beginning of the b and the line at the end of the d being a bedpost. Bed starts with a b, and has to have a post (or line) to hold up the head of the bed. Bed ends with a d and has to have a post (or line) at the end to hold up the foot of the bed. Can't advise for spelling programs, sorry. But hopes this above info helps with reversals

Wanted to mention that the copymasters are for teachers in the classroom to have enlarged copies to demonstrate a problem to an entire classroom. You can print these if you want to, but it is not necessary if the same chart or puzzle is on the worksheet. Also, there is one page per each lesson. So page one would correlate with lesson one. If you didn't shrink the page to fit standard size worksheet paper when printed or you didn't use the A4 paper, my understanding is the page number cuts off at the bottom. If this is the case, the pages should print in order, so the 1st page off the printer would be for lesson one, the 2nd page for lesson 2, and so on. If you print to shrink the worksheet to fit on standard size paper, the page number at the bottom shows up, and this is a problem only when measurement lines are involved, since the measurements will be slightly smaller than the intended answer. I print to shrink and just have dc do measurements of something in the room instead of using the MEP worksheet measurements, but I understand it is no problems to print to actual size and remember to number the page numbers right after printing. If it is taking a week for one lesson, I would suggest backing up to year 2 (possibly 2nd part). Some of the material may be too easy backing up, but it will help you get used to MEP lessons and worksheets and will make year 3a tons easier when you catch up. The yahoo group advised me to back up from where I originally started ds a couple of years ago to where one lesson/day was a right fit. I HATED having to back up from where I had planned to be in math as I didn't want to "fall behind" <<<<gasp>>>>>. However, that advise was great, and even though the material covered was easier 1/2 year behind where I wanted to start, the material was more thorough and went deeper than if I covered the same material with some other math programs. It helped us have less frustration for parent and student in the long run. Also, for editing for classroom to home, I use counter tiles, dolls, stuffed animals, or Legos in place of pupils when a lesson asks for a hands on application such as have 10 students stand in line. For activities requiring classroom competition or students to do something in sequence, I alternate with ds or just time ds for the activity. This is OT from OP's question, but wanted to chime in in case it helps in this situation. Also, please excuse all my typos and run on sentences.

My 1st generation only gets dusted once in awhile since I got an iPad, lol.

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I agree with others that the readings can be complex to comprehend if treated as an AO year the same as what grade level age year a child would be in if placed in grade category. That is why we don't do it all and have no problem subbing out here and there. Also, that is why my 8yo "3rd grade on paper" son is doing AO year 2 and why my 6yo "1st grade on paper" is waiting till age 7 to start with some of the year 1 selections. The main idea is to choose the year where the child is challenged but NOT overwhelmed by selections vs. placing (for example) all 8 year olds in year 3.

The books are meant to start as read alouds, gradually handed over to the child as the child's reading level increases. For most children, that is about year 4 or so, give or take. For reading on grade level, that would probably fit with whichever reading or phonics program you select. It is a lot of reading so I do 1-2 audiobooks/term. I also don't do all of the selections (maybe about 75% of their recommendations.) I am having 8yo ds read the Holling books and a free read here and there on his own starting this year with the intention of slowly decreasing read aloud by mom and increase independent readings over the next couple of years.

We skipped MEP reception and started MEP year 1a after the Christmas break of her K year. We didn't do it daily for K, but it helped us get a head start on how MEP works before we stepped the 3Rs up a notch for 1st grade this year. She didn't like spending an entire 1-2 weeks on each number less than 5 like MEP does at the start. I skipped some of the simplest worksheet problems those 1st few weeks of MEP, but did all the problems that were new concepts like greater than/less than, charts, word problems, balance, etc... We did all the hands on and oral word problems in the lesson plans from the start of MEP 1 though.

No conflict at all 😊. Sherry's post offers much encouragement! I am planning to carry on with year 4 next year as long as I am able to invest the extra time with the lesson plans in addition to teaching my dd MEP year 2. Having dh say he feels confident to teach geometry as needed helps as well. I did gulp and get intimidated considering carrying on when I reviewed the more complex material in year 4, but believe the program is worth the increased time investment (even at the cost of having to switch to less teacher intensive programs in other subjects if needed). But I am biased at choosing a more intensive math program because I highly considered being a math teacher before switching to a nursing program in college. I would pay top dollar for MEP if they started charging a fee to access the materials, lol. If you haven't yet watched these videos on Hungarian elementary math in which teachers show how MEP is implemented in the classroom for elementary grades, it is worth your time to do so...here's the link (I linked it another MEP post a while back ago as well)

It takes us about 25-35 for both the lesson plan and worksheet in year 3, some of that time ds is working on his worksheet independently. Keep in mind, it may take longer at 1st just to get into the groove of MEP. We also streamline like Susan said above. Looking ahead to year 4, I anticipate spending more time on the lesson plans. Year 4 appears to ramp up ALOT in complexity for both teacher and student. I have already warned dh that I am designating him to teach the more complicated geometry problems on Saturdays next year to help me out....I am more algebra minded, while dh uses geometry all day everyday at work. (an aside hijack: Is it just me or is the geometry for MEP year 4 significantly more advanced than what is taught in traditional school grades 4-6?)

I LOVE this reply.

I haven't read he ither post, but explaining the major difference between -2 degrees and -40 degrees outside should be a concrete example. Think winter in the Midwest vs, winter in Siberia! Also, I briefly looked at the debt response...think owing $2000 in student loans vs, $20000. It's an $18000 greater deficit, the difference between making a down payment in a home or having to rent for several years till the debt goes down.