I would *highly* suggest a co-sleeper. It's a lifesaver! She can side-car the crib, buy an actual co-sleeper, or get something like a moses basket to keep beside her. Also, tell her to not turn on the lights at night, take a flashlight for light, and keep it dark and quiet so baby knows ti's sleep time. In the day keep the TV on, windows open, and plenty of light and noise.

On my 3 year old's list of likes- most will not be bought, but here are my ideas *Spot It! Frozen alphabet version Floor Puzzle Educational Insights games Duplo Legos Possibly some smaller lego sets? Doll food/accessories/clothes *Baby Doll Stroller for doll Books *Play Doh Barbies Calico Critters Triangle Crayons/color books Personalized little things she might need? Bedroom decor Organizers for bedroom Desk (she wants one!) * Things I am getting for sure

Thank you, we do have MUS blocks. I did the flashcards again, and she does know them all except 7+5, 8+5, 7+4 and 8+4. I gave her 3 seconds to answer each one, and she says she does count on +1 and +2s, but she does have the rest of them memorized, especially 10s facts and doubles. She says she still likes to count, because even though she 'knows' them, she wants to make sure it's the right answer. She does understand place value pretty well. When she first came home this summer we spent a long time learning the basic facts using the MUS blocks and Saxon's flashcards (each 'type' of fact at a time). Sometimes I wonder if we are dealing w/ a very slight LD or something? Some thngs just do not 'click' with her (in all spectrums not just math). Here are some other examples. She can count by 10s, she knows her 10s facts. When you ask what is 8+2? 10. So what is 32+8? Blank stare, I don't know, then uses fingers. It's like she cannot transcribe the knowledge from one place to another. We have been working on this for months, just a few problems a day. She can do this problem upright, carrying the one, but she would count on her fingers (8, 9, 10). So, she can get the answer, but is unable to do any mental math. Today I wrote 50+4= 54, so what is 49+4... no clue. Counts on fingers, and I stopped her, and told her to just look at the previous problem. If 50 +4 is 54, and 49 is one less than 50, what is 49+4? She does eventually get the answer. We do this most days of the week. Where Saxon has the little 'mental math' section in the book, I put up a few of the problems and we work thru them. We are supposed to be working on doing ones like 38+6=, and having them figure it out mentally. I write it out, then tell her to find out how many more to the next 10 (2). I then have her break the 6 into 2+_ (4), then have her circle 38+2, then add the 4. She can do that! It's just that we have to write out and work on each little section. Is this common for a 4th grader? I have no idea what is 'okay' and what is 'needs medical help' or even what is 'gifted'. My ODD was tested gifted, and I suspect my 1st grade twins are, too. They would get this and be able to do it in their heads- infact they already do! At dinner we often ask questions, and they are getting faster w/ the mental math than she is. Today their math lesson was something boring, like adding 10 (again!) to a number. Instead we worked on regrouping 10. So I would put up 34+16, drawing groups of 10s and then the individuals. They would then shout out the answer before I even finished drawing. So, my 1st graders can do this in their heads. My 4th grader cannot. I don't want her feeling like she is not smart, and I know she does try and she does struggle. The crazy part of all of this is that she still manages to score very high on tests- 99% on the standardized test in the spring. She understands other concepts much more complicated. She has her times tables memorized. She is understanding division, squares and square roots, knows area, perimeter, ect. She has trouble with basic arithmetic, fractions, and elapsed time. She does fine reading the clock, but with elapsed time you have to sometimes divide the 'minutes' up to make the next hour, and then what is left over. She cannot visualize the clock and move the hands. We have her figure out how many more minutes to the next hour, then separate the minutes elapsed into that number, and what is left over. This part takes her a little bit, but she does understand the concept. She also understands very well the concepts of fact families, and how the numbers are related (she can take 25+12=37, and break move the numbers into all the 'facts' known from this fact family). DOes this sound like a LD? What would help us?

We are also new to 8/7, coming from PS. Before, all of the problems on the page were the same type. WIth Saxon, the student has to read each problem to figure out what type it is. Yes, my DD has complained! I have not let her skip any, but I do help her with anything she does not understand. Usually I read thru the lesson, explain it on the board, and then let her go. If it is something we/she does not understand, we look up other alternatives on-line to explain. If it's something she already knows, we go over it quickly and she gets to work. I've noticed that depending on attitude it can take 30 minutes, or 3 hours. It is all dependant on her mood! I've talked with her later about attitude, and how much longer it takes when she comes in with a bad one vs. a good one. She also tends to miss a lot (like 5+) if she's in a mood, but only 2-3 if she's not. Puberty :)

DD2 is into the horrible habit of counting on her fingers. She is in 4th grade, and this is our first year of HSing. I knew she did not have her math facts down, but we have worked on them all summer and she has the majority of them down now, but she cannot translate that into her work. She counts forwards to add, and backwards to subtract, all using fingers. She may know the answer when it's on a flashcard, in simple form, like 9+4, but if it's in a bigger problem, like 379+284, she goes back to counting. It is a habit, but I'm not sure how to break it! I'm so stressed about it, I don't let my 1st graders count at all- they have to just memorize! Actually they have memorized everything presented to them this far, and had no problem today adding 29+4 (they were supposed to be introduced to adding 9s, which they already knew how to do, so I expanded a bit) and similar problems because they understand the theory. DD2 does not. It has taken me quite a while to do the add 9 or subtract 9 facts with her, using manipulatives it took a good 2+ weeks for her to finally 'get' it at the basic level. Mental math with my 4th grader is just frustrating, and I feel the basis of it boils down to her counting on her fingers. Are there any tips or tricks to stop this? Crazily enough she has the xs tables down cold, so I know she is capable of memorizing them.

Mine are sitting at an old table- a free one, with the legs cut short. A neighbor had it made for her grandkids and gave it to me years ago. Works perfectly for my 3 year old and 1st graders. Check Craigslist and see if you can find a dining table with 4 corner legs for cheap. Cut the legs to the appropriate height, and get some chairs the right size.

The only short bus in my tiny town is the one for HeadStart. I would assume the child were in HeadStart (preschool). The Elementary school bus also goes along the same streets/routes, and I can absolutely see people saying "The short bus" when telling someone which bus to watch for. I have never heard it as a derogatory term before reading this thread.

Thank you for posting, I have been wondering myself as we are also almost done with 1, and plan to start Saxon 2 in January.

I am using it with girls ages 9 and 11, and theirs were much better. Did you talk to him about what needs to happen in the story, using the story of the Lion and the Mouse as an example? Can you make sort of an outline of the Lion and the Mouse, showing each step, then having him go thru and re-write his story? I like to have a brainstorming session before mine start writing, and we talked about which animals could be smaller than another animal, but still help the larger animal. We came up with several examples. My DD's both had dialogue, much longer stories, and each step of the story was clear. Take apart the example story, talk about why the moral is what it is, and how his story should mirror the Lion and the Mouse. His characters need to have the same progression as the example. Maybe since this is the first lesson, you could do it beside him, and sort of guide him into making up his own story? I don't think I would accept his story, I would make him expand and re-do it. The purpose of the lesson IS for him to practice writing a story with a set purpose (moral), and learning to illustrate the moral thru a story. The moral should be clear by what he wrote.

My kids are a little older, 9 and 11, and both really like it. I make up a "Chapter Notes" page after each lesson with the information they need to memorize/know. We aren't doing the tests, and do the worksheets together most of the time.

Hugs, I've watched a few family things similar to this happen. All I'll say is that they are painful for everyone! The assisted living place is the best place for them to be- without access to a car! Have DH and SIL talk to the Dr. about all that has gone on, maybe even just write up a letter to give them before the Dr. joins you in the room if you don't have time for a seprate meeting beforehand. Detail out the issues, what all is going on medical-wise with both parents, and ask what he can do to help your parents. It sounds like they are not safe by themselves, and need 24 hr care, and more importantly lockdown so they cannot wander away.

I am a little behind you- lesson 72, doing 2 lessons per week, and plan to follow right on with Level C. I just got my book last week, but am looking forward to it! I thought we would go on w/ Level D when it's available, but maybe not? I'm interested to see the reviews for Level D when they start coming out. If you have finished thru Level C, what spelling program did you continue with?

Mine have started doing it with their dad's old BB gun under supervision at age 6, and I think they are getting on of their own at 7. They will only be used with adult supervision, with rules.

I started out doing the whole lesson in a week, but we were going thru it too fast. I've since slowed down a bit, and we take weeks off, or split lessons up over 2 weeks. We are on lesson 10 of Fable this week, and I plan to finish the book by Christmas and start Narrative 1 in January. It is my kids' favorite book! THey absolutely love it, and SEntence Play is the most awesome way to teach writing IMO! We often spend a lot of time on that section just for fun.

Sleepers in bigger sizes, diapers, and I love the idea of meals. I also like to get each of my babies a few new chew toys and a few new board books.

My DD's braces have little open and close 'windows' on them, instead of rubber bands, to hold the wire in place. If one of the windows comes open, I can just push it back closed. Can you see if she has this kind? If so, you should be able to open the little 'window' part, slightly pull the wire out, and get the tooth out.

When my twins were one, their first Santa gift was a Ball- as in a big $1 ball from Wal-Mart ;) He will be fine, but I try to have the same number of gifts. If the little one doesn't want to open them, just put them up for later. I don't think $$ amount needs to be the same, but it does need to look similar for your older DD. I would fine a similar number of books (Usborne That's Not My... or Lift the flaps are big hits here w/ that age group), even some at the Dollar Store, and wrap them for DS. A ball, Megabloks truck (with the HUGE megabloks), Lego Duplo, Little People, Shleich farm animals, sippy cups, or room décor are some ideas. I would replace any candy you get for DD with baby puffs or similar stuff for your DS. I do always try to make mine look even, though :)

I got Pandia Press History Odyssey, and my kids are all really enjoying it! I got HO from K-12 as a read-along instead of the one suggested by Pandia Press. My kids really like the History Pockets, and I've been amazed at all they have retained. We also have SOTW, and it would be good, too, even for a 6th grader. I am a first-timer, too, and liked the way History Odyssey laid it all out for me "read this- define these words- write a summary on this, ect." I do not do all the extra reading, we enjoy history, but have not liked some of the books suggested.

This is my first year, with 3 different grades, so I do feel like I am always needing something, or wanting to tweak someone's stuff. Several veterans told me to not over-buy, and to take it slow, so I did not buy everything I thought I would need before we started, incase some programs did not work out. We are finishing some of the things already, and need the second part of the programs. I've ordered something probably every month since I started. I keep a running list of what I still need to get, and try to find it used if possible, but buy new if I need to. I do feel like I have needed and used most everything I bought! I have a room for HS stuff, but I have found having each kid his own box for school stuff works really well- I got those boxes that have hanging files in them, and can put worksheets, folders, and books in them for each kid.

I Can Read books, based on her likes would probably be a good choice. My boys really love a series I think called Blast Off, which is all different kinds of animals/trucks/ect., in easy readers. They also like some Stone Arch readers. Usborne has a combined volume of phonics readers, the name escapes me, maybe Ted and Friends? Sadly, none of my kids so far have liked the one set of Bob Books I have, I don't think they really like the truly simple readers.

Yes, I learned them in Saxon in the 90s :) They are in DDs Saxon book, too.

I can relate, I did not ever HS my kids, but noticed that DD2 was having issues in 2nd and 3rd grade when they changed curriculums. What I ended up doing is getting MUS blocks, going quickly thru Saxon 3 using the rods for the concepts DD was missing. We would do 2-3 lessons in a day, I'd just circle the problems she had to do, and focused on the skills she needed. We also worked really hard on math facts she did not know. I would pick a fact family, like 7+5=12, and have her write it over and over that day (with all the possibilities, 12-7=5, ect.). That seemed to really help her get those last few facts down. We have moved on to Saxon 5/4 for 4th grade, and despite all the negative reviews for Saxon, we are liking it! It's slow, steady, and constantly reviews the new skills, and there is also a mental math section (that we have to do on the white board still), and you can do fact-practice sheets, too.

I have bought mostly secular stuff, and I tried to buy most of it used on e-bay or FB selling pages (and here ;) ). One thing I noticed is that if the price is right, it will sell. Right now might not be the best time to buy, though. I was looking for stuff in April, May and June, but have only bought a handful of things the last 2 months. Can you wait and list it again in the spring?

I'm using WWE3 for the first time w/ my 4th grader. THe dictation does have some difficult words in it! If it is something she does not know how to spell, I have her try, then write it correctly on the board. We are also working on cursive handwriting, so sometimes I write difficult letter combos on the board as well.

At 5, in PS PreK, your DD would be reading and doing worksheet to work on her handwriting. Since this is a weak link for her, I would have her do some writing each day to build up her muscles ;) It doesn't have to be anything specific, drawing, tracing letters, filling in missing letters, ect. will all help build her writing muscles. If she already knows the K material, I think I would just keep going at her pace. There is no rush for longer books! Also be sure and do plenty of crafty activities w/ scissors and glue! Kindergarten is just as much about motor skills and social skills as it is about academics. I don't remember my DD1's test results, it was years ago, but I do think now, 6 years later, that her score in reading/LA was very high b/c she was a young reader w/ a big vocabulary. DD2 has never been tested, but if I compare them, the younger sister does better writing than she does ;) DD2 was a later reader, but her writing skills are much better. She just has a natural way about her, putting words together in an interesting way. My point is that just b/c your DD has a high score in ELA does not mean she is super-gifted in them, it could just be a fluke of the age that the took the test. She may be more mathy than you think ;) Or she could be very gifted? Who knows! Just don't box her into "She's my ELA girl" and "He's my Mathy boy" quite yet!