Just to share a different POV... my son (entering 3rd grade) "places" in 5/4, but there's no way he's ready for the copying AND 25 problem sets AND the independent nature of lessons, etc. I could MAKE Saxon work, but not in the same academic year I'm focusing more heavily on history, science, and writing. I am convinced Saxon is the way to go for us long term, but we'll be repeating 3rd grade math this year with Beast Academy to taste something different, to work toward more independence in math (which we need for 5/4 anyway), and to buy us some time for getting solid on math facts. There are kids who are totally ready to take it on, and I'm guessing your daughter probably is! Just wanted to share our circumstances which ultimately led us NOT to pursue the level of placement in Saxon. Stella

Run, be free! I dropped FB in a privacy/advertising huff about 6 months ago. A quiet online life is a beautiful thing. Too, caller ID is so much better for handling my mother. I avoid when I need to, and pick up the phone to call when I'm prepared.

A big no to the teacher who yells in a private violin lesson. Meet with the female Suzuki instructor. She sounds promising. I'd also want to see the Russian teachers in person. "Pushy" and "strict" are too subjective to give real meaning. If it means these teachers have standards and expect students to work hard in the context of a warm teacher-student relationship, I think that's good teaching. If being "pushy and strict" refers to a generally distant demeanor which is never pleased, I'd say no. Stella

Can you observe? I know that can be tricky in a private setting. Word of mouth from other parents would also be helpful. One issue I see is that with an official Suzuki teacher, you know what you're signing up for pedagogically. (Though your Suzuki teacher sounds as though he threw technique out the door -- not typical). But when someone refers to a Russian method, that's harder to pin down. In early music training it generally it implies a dogged emphasis on fundamentals, note reading included. But there are plenty of teachers who claim the Russian method who are not dogged about fundamentals. Good teachers are good teachers, and if one teacher shines above others, I choose her regardless of philosophy. If you have a selection of good teachers from either side, I can vouch for the Russian approach. My instructors came from Moscow and I thrived under their teaching. Too, I believe it is eventually the approach any career aspiring string player will experience. Stella

I only have one kid, but if your eldest is doing Ancients next year, I would have DD do Ancients regardless of what CC cycle was on tap just to keep things synchronous in the home. It's nice to have CC line up with the period of history you study, but I wouldn't make my life difficult for the sake of it. ETA...Just read your signature and misunderstood your situation... Start with American history if you do CC. Your daughter will appreciate the context, and certainly your son if he joins you. I'm working on being as confusing as possible. :) Sorry about that! Stella

What ages do you have? I'll have a third grader this year, and for the first time I'll be attempting more of sync. In the past, we've just followed rabbit trails the memory work introduced and listened to "the next thing" from our SOTW CDs. This year, We'll be doing Vol. 3 SOTW, which isn't limited to American history, but covers 1600-1850. I will not sync our formal history study to the CC work, but I am working on a reading list to accompany the memory work. Biographies from series like A Childhood of Famous American, Getting to Know Your Presidents, etc. For science, we have an anatomy book (Usborne?). We'll look up each week's anatomy focus, read/discuss, and do some narrating/dictation/drawing. I'll be trying some experiments from Adventures with Atoms and Molecules to give some context to the memory work about the atomic number, elements (by number and mass), etc. I haven't even started on the origins portion of the memory work, but thats at the end of the year I think. Peace, Stella

You picked up a phone AND had things to do?!?!?! :) :) :) Those were the calling cards for kiddie chaos when my DS was that age. Whew do I remember those days! ((((hugs))))

We've completed AAS 1-3, and I think it's a fabulous curriculum for grammar stage kids. It's probably a fabulous curriculum for 4th grade and up aged kids, too, but I can only speak from my own experience. Where I am (with a bright stubborn DS entering 3rd grade), I need to begin allowing DS some ownership in subjects he excels in. 1) AAS isnt spoon feeding material, but the amount of parental involvement and slow progress can lend that vibe to a kid like mine. That means that, 2) I need to become pickier about the places I'm inserting my voice. History and science are going to get that from me this year. Choosing a more independent spelling program was an easy call because AAS set DS up so well. The curriculum is open and go, and using it for 3 years, I became pretty fluid! But it does require you to teach/ talk it out. Stella

I knew there had to be some crossover--I guess I'll get a feel for it over the next year and eliminate as needed. 15 minutes/day @ 4 days/week is totally doable. Thank you for sharing! Stella

I am hoping to add Prima Latina to our upcoming school year. My DS will be in third grade, and I really want to take advantage of his age/openness to language. I've looked at samples, and it is absolutely doable for him. But, where on earth does it go? It looks seriously crammed in there alongside math, spelling, Bible, reading, history, and grammar. (Our other three or more days per week subjects). My DS is a bright kid, but slow worker. Cramming the school schedule has never worked out well. Suggestions? Care to share how you've fit Latin in, perhaps not at the three hour/ week level recommended in TWTM? Thanks! Stella

If your child has a solid foundation in technique and rythmic notation, the DVD is likely not needed. If your focus is note reading this summer, I'd wait on Suzuki. It's worth investigating in the future, though. I use it as a graduated approach to classic repertoire when my students reach twinkle twinkle in ABC. Stella

One kid here... My rough weekly schedule is mapped out now. (What subjects I'll tackle, what days, for how long). The most specific I get with our schedule is math, spelling, grammar, and latin. (Scheduling the first half of each curriculum to end by Jan 1). And even then, I build in room for off days. But I do that all now, before the year gets started. This is mostly for me, because I need a summer break. History, science, etc are guided by assigned reading (mostly), so those subjects are largely dependent upon how quickly my 3rd grader can move. So I have a list, and we just do what comes next. But I will be scheduling our once/month "tea," and bi monthly reporter writing sessions (with an old type writer we found in our attic -- I'm so excited). Stella

I use Janice Rhoda's ABCs of violin with my young students, along with Suzuki. http://www.amazon.com/ABCs-Violin-Absolute-Beginner-Book/dp/0825871247 A problem I found with well known intro to strings books was page crowding. Visually unappealing and emotionally overwhelming for young kids who are trying to do so much at once. Rhoda's book progresses steadily from open string rhythmic exercises to note reading on a single string, two strings, then three strings, etc.

I'm not testing my son until the end of third grade to ensure reliability. Testing at his current developmental stage would most likely yield results reflecting his ability to sit still and focus. I'm pretty clear where we are on that... :D But, your daughter performed so well on other areas of the test that I don't think this is a reliability issue, at least from the angle Im seeing it. It would certainly have me scratching my head. I would put the test away because I would initially take the results way too personally. Something about time, and just letting the issue roll around in my head for a few weeks, usually yields better "big picture" conclusions for me than intense evaluation. And for a six year old, I think thoughtfulness is needed, not an educational overhaul. (Which would be my dramatic tendency). ;) Peace, Stella

Thank you so much! I had no idea the guide existed for this very purpose. Think I will take a look! Stella

DS and I have done WWE 1 and 2, and love the efficient simplicity of its approach -- Copy work, narration, dictation. We loved the literature selections and it guided many of our reading choices. I think, however, we are ready for something that connects to our own interests in history, science, and literature. I can't believe I'm suggesting doing writing without a curriculum. I feel like someone just took off my homeschooling training wheels. I would utilize the basic structure we learned in WWE: Copywork, narration, dictation. We would focus on cursive in copy work, continue to work on summarizing through narration, and work toward longer dictation exercises. The content of our exercises would rotate by week(?), focused on American history, science, Bible, and our current reading selection. Gosh, that offers us the ability to explore those subject so much more when we sync them with writing. Okay, reading back through that, it sounds perfectly reasonable, and this sounds totally needy! But don't I need to BUY something? :D Am I missing anything? Stella

This is the general impression I have, from my newbie research of Beast Academy and AoPS in general. But without having the whole year of materials in front of me, it's hard to evaluate. Thank you! Stella

I'm looking at slowing down and repeating a grade level in math with my third grader next year (he's currently a year ahead, but could use some catch-up time developmentally). Seems like the perfect time to do Beast Academy! We have 3A and I'm in love with the real thinking the practice requires. I'm new to Art of Problem Solving, but from what I've read I think I know the answer to this question. The book advertises "common core aligned," like many curriculums. What I don't know is: Am I going to encounter the non traditional confusing algorithms I have heard bemoaned by the general public? I fully expect we will return to Saxon at some point, so I'm thinking a traditional point of departure for math concepts would be most helpful in the long run. Thanks for any help you can offer! Stella

I'm in the thick of it with you, so I can only share my experience thus far and why I think cursive is important. :) I want my son to learn cursive so 1) he can read it, and 2) he can write with it if he chooses. Reading it, obvious. Choosing a style of physical writing that suits the occasion, or one's mood, is a form of expression I consider valuable. My husband, who does not choose cursive on an average day, wrote dozens of letters to me the year he was in London, most of them in cursive. He chose a beautiful style of writing because it suited his mood, and it conveyed something to me -- he took great care. My son may ball and stick his way through letters, but I do want it to be his choice of expression... not the only option he's limited to. I hope that makes sense. Like you, I really hoped to start cursive with our son in first grade. But handwriting was very tricky for him and he just wasnt there. So, we continued with manuscript all the way through second grade (this past school year). I have seen huge improvement in his handwriting this year. He seems to care how his writing looks, and that is a big shift. So, here I am with a newly turned third grader who is just starting cursive (our summer activity). It wasnt the path I would've chosen, but I think it was very much the right path to take. I started him in the first New American Cursive workbook a month ago (as suggested by members here), and he is doing beautifully. Today he wrote the word "lion" and it was gorgeous. My rough and tumble handwriting averse boy did it! I hope that's helpful to you! Best of luck! Stella

Sorry for not fleshing it out... I quoted meaning to agree with you, and then didn't do that. ;) I shouldnt post before dinner with the chorus of hungry people making me rush. OP, I didn't want to leave the impression that I think you need to push your daughter. I do very much agree with the sentiments shared about kindergarten being a kind and gentle year. My experience was that standards didn't help in that vein... I pushed in the areas my son wasn't ready for, which killed the mood for exploring the areas he very much excelled in. The further info you've shared about your mother leads me to believe she isn't really open to any option outside of PS, even if it is what's best. I have educators in my family who have at least come to a place of respecting what I do with our son, even if their general impression of homeschooling remains lackluster. I do hope that happens for you! Stella

If you're aiming for the standard and limiting your child to drill and mastery of developmentally appropriate content, then yes,I think you are "too soft." But, being performance driven is distinctly different from being open to exploring the subjects in which your child excels. Generally speaking, I have found most children excel in one or two subjects, work "at grade level" in one or two subjects, and need time in one or two subjects for their bodies to catch up with their heads. But in K, yah, I was aiming for standards and quite happy to have met them! But I would agree with your mom that this was short sited on my part. Stella

One of the benefits for me, an introvert, joining a super large co op for a year was meeting 3 moms of onlies. We are all now out of that co op, but appreciative of the introductions it forged. We all share events with each other as they come up in town, and try to coordinate with one another on field trips. It has been an incredible blessing to us. I don't have to explain why my son can't fathom a need for raising his hand, why he covers his ears when loud noises pop up, has difficulty in chaotic environments, or the reason we spent so much $$$ on fill-in-the-blank program/materials. It's so nice to have some easy relationships and FINALLY be on that path toward ENJOYING the journey we've been given. It is rich. Just an encouragement to those of you who haven't found IRL peeps to share with. I would've never thought it possible that there were 3 mamas homeschooling onlies in our deep south city, and one less than a mile from my house! The more gregarious only-mama in my midst made the introduction... I don't know how long it mayve taken for us to find one another! Stella

We had the same experience with a large co op. The larger/more chaotic the environment, the harder it was. And my son's a very social kid! CC is just right for him. We switched to a smaller campus, which gave the opportunity for social interaction/ group work dynamic, but on a smaller, more predictable scale. It has been a perfect blend of challenge/ success socially. Stella

I'm homeschooling an only! I struggle with getting it right on ONE kid. I tend to over schedule, push too hard,and selfishly pursue the education I wish I'd had instead of what's really best for my kid--who is extroverted, silly, a ball of precocious energy. (The exact opposite of his mama). The best part is that my son and I know each other pretty well as a result of the self awareness homeschooling brought. He hears me professing my mistakes a lot, and he's learning to share ways he would work better. Just this morning he said, "Mom, can you attach a goal to that work I need to do? I work better for a goal." Stella

Some fun travel music to throw in between the skip counting... OkeeDokee Brothers' Can You Canoe album--it's fun, adventurous, and well done -- I love it, and I'm a music mom. Listening to Rosita the Skeeta 20 times in a row IS obnoxious. Martin, Medeski, and Wood's Lets Go Everywhere album-- fun fun fun and lots of locations to find on a map in the song of the same title. Stella