This is cool. I use my own version of a "daily sheet"--a hand-written, photocopied half sheet with some check-boxed items to do everyday, another short list related to dailies (livestock, garden, etc.) and then open space for items that change/to do particular to that day. I transfer and handwrite a lot too. Similar process with lesson plans. I do have a hard time keeping "week" type things organized (things I may or may not get to on a given day but that need to be done in a timely way.) I've resorted to a "Getting Things Done" binder with various lists/categories that is OK, but not quite right. Have loved Artist Way Morning Pages, but never thought of combining them into something useful. This is an interesting way to look at it. I'm kind of a nerd about improving my system, so this is thought-provoking. Thanks. [Just realized this is quite off topic! Sorry! But will post anyway?]

My father was raised in Europe in the 40's. He writes with his pointer finger extended straight along the pen/pencil (yes, very different from what we are teaching kids today and hard to describe and do.) He says they were all taught that way. When I see Christmas cards or other things written by family friends and relatives from his home country, I can tell immediately where the letter came from--without seeing a name first. All of their handwriting is very similar from that generation/culture. I don't know if this is true for the younger generations there, as they all email/type. Hunter, wonder if some of the hand you see is a difference in both socioeconomic class and generation/age? I often think that as each generation successively uses technology more and more for various applications, it will inevitably follow that handwriting will change.

Returned to read more on this topic... And remembered a recent experience with handwriting. We just hosted a family event in which our children received several greeting cards from family friends who are maybe 65- to 80-years-old. Wow! The handwriting on those envelopes and cards--beautiful!!! The kind of writing that makes you want to read over it a few times and savor its beauty. Almost didn't want to throw the envelopes away. I did make a mental note at the time that it seems like an art form that is dying out. My own printing is neat/legible and I can make a card look "fancy" with unique/creative/artsy script, but it's very different compared to the disciplined, uniform look of the penmanship on those cards we received. I write in a cursive-print mix with a lot of the letters joined, but not true cursive, which I don't enjoy using. Something to be said for that art form that I see the older generations were trained so well in!

[short on time, only read OP.] For my students and myself, my goal is both utility and beauty, but for different applications. DD is a perfectionist and handwriting can take a long time. Sometimes she needs to balance the time it takes to write neatly with reality/our schedule. I was the same way as a child, missing recess because I was trying to get the letters to look "just right", teachers frustrated that it took too long to get an assignment done. She has beautiful penmanship, but we have to get on to other things too... So we have spent a lot of time talking about when to shoot for "beauty" and when to shoot for "sufficient": Beauty and perfection: - wedding invitations (just as an example), party invitations, thank you notes, birthday cards - invitations to QEII for tea (joke) - handwriting practice - a final draft Times to shoot for efficiency and content (and not perfect penmanship): - notes to self - shopping lists - math (though numbers ovb. have to be legible) - science journal This has helped her gain perspective and to over some perfectionist issues. We also apply some of this to spelling, as she can get really caught up in spelling everything right (can shift the focus too much when doing a science journal entry or first writing draft, for example.) It's not that she's sloppy on certain things, but it gives her a freedom. These ways of categorizing seem to fit the adult life for my uses of writing too (shopping list = messy/fast; birthday card = neat/I make them beautiful.)

TheAttachedMama Thank you for responding to my posts! I'm getting so much out of this. You and Lotsoflittleducklings mentioned focusing on the 3R's when there isn't enough time to do it all well. I read this from Ruth Beechick's 3R's series as well, see experienced homeschoolers posting the same in various ways on this forum, and have begun prioritizing our weekly/daily work this way. Placing skills over content when I have to cut something out due to reality/life. You are doing so much to creatively meet your individual children's needs and that inspires me to do the same. Thank you for taking the time to respond. It's helping me with perspective and I'll be back to re-read! (Sorry for the different way of quoting--haven't quite figured out how to multi-quote yet.)

Doing some planning here myself today...Came back to post that maybe I need to start a new thread with questions about how to schedule everything into the day/week/year, instead of getting your question off-topic. I'm a bit new at this forum stuff. I'll continue to follow just to see if I can glean more on planning for LA success!

So I know you asked for feedback on the loop and I am in no way trying to be negative or discouraging--just honest. When I read through your post (twice) I just felt completely overwhelmed. I have a DD6-going-on-7 (approx. 2nd grade), so close to your kids' ages and 8:00am to 3:30pm just seems like such a LONG day. I know we would all burn out if we attempted that for very long. I have a younger child I'm starting preschool with too; I can't imagine also having a toddler in the mix with that long of a day. You said you leave the house a few times a week for other things in the afternoon, so I see this is an example of a longer day, but still...wow! I've read your posts before and your plans are very thought-out, which I appreciate (they resonate.) You mentioned remediation, so I see more time per day might be necessary. I'm trying to plan language arts based on TWTM and hoping to strike a balance between rigor and free-play/learning in the afternoons. I can't fathom doing that long of a day; I think it would suck the life out of all of us. I hope this isn't too off-topic and would genuinely be interested in hearing more about the length of your days. Some people say you can do K-2 in 2-3 hours per day; others have plans more like yours (you are even working during their hour for lunch!)...I know we have to find our own balance, but it seems like there's such a wide spectrum. Even if your 8yo is in 3rd grade, it seems like a lot. Do you/your kids end up slogging through at some point (burnout)? You were probably looking for experienced feedback and instead have a newbie asking for your perspective! :huh:

Our dry cleaner recommended using Ivory liquid soap (the kind sold with dish washing liquid soaps) for hand-wash items. You only need a small squirt (1/2 tsp. or so?) for a small load of hand-wash items.

Our girls have a playsilk that is tattered at this point from so much play. Silk is light and airy; can be thrown/caught, tied into a hobo sack on a stick, turned into a hammock for a baby doll, used as a landscape for small toys, worn as a headscarf, tied into a baby sling or a skirt...the list goes on. Very open-ended toy! Fits in a pocket. We always pack it along on car trips for the backseat. Perfect for a 3yo. My 3yo loves to wash it in a small tub with mild soap and hang it out to dry. Don't know the setting where you live, but another hit here has been kids' garden tools: rake, shovel, hoe, etc. Small gardening gloves, a kid-sized wheelbarrow (made by Red Flyer?) Also gave a kid-sized set: broom, mop, and cleaning kit (rags, spray bottles with natural homemade cleaner so I didn't have to worry about toxicity.) They can pitch in and truly work/play and contribute to the family activities/chores with tools that are their size. Another hit has been a simple swing made of a 2x4 and some rope. They play on it daily. You could gift it with some paints and brushes and help them decorate it/seal it with deck sealer or clear finish. Have fun!

I used to compete in quarter horse and reining shows on state and national levels. Also showed in county fairs, smaller "schooling" shows, gymkhanas, cheap local weekend shows, etc. As mentioned above, there is a whole spectrum in terms of types of shows--casual or "serious"--just like any other sport/hobby out there. Laurel-in-CA nailed the details for more serious show circuits, but for a local Kiwanis show or one related to camp/rec? My guess/hope is the focus would be more about the learning experience (low-key), practicing showmanship, and providing an opportunity for parents to celebrate progress. When I started showing I borrowed a lot of attire (hat, chaps, shirts for Western / jodphurs, helmet for English) from my trainer. I owned the horse but used a lot of her show tack/gear too (saddle blanket, show reins, etc.) I suppose it was counted in the costs for lessons and she was generous and had a big "lending library" from decades of teaching kids to ride. Over the first year or so, I figured out I really loved it and invested more in gear, tack, and attire that was related to the specific types of riding/showing I wanted to do. Custom chaps alone can cost a few hundred, for example, so it took time to build up high-quality show tack and clothing options. My parents required that I pay for as much possible out of earnings from 4-H breeding cattle, summer jobs, etc. Smart move! IMO, if you can borrow some things until you're sure your kids want to proceed, that's the way to go. You can return the favor by passing things along to someone else as people grow, sizes change, and if you upgrade to better attire/tack. Horses can be time- and $-intensive, but as with anything else, it's possible to do things somewhat incrementally. Showing horses, riding, and competing in those ways have been some of the best character-building opportunities and most enjoyable luxuries of my life. I hope my children will want to give it a shot too. Don't worry! Have fun! Enjoy your children's progress! Get there earlier than you need to (lower stress for everyone) and enjoy the ride! Sorry--can't resist the horrible pun.

These replies are really helpful. I'm trying to set up a 36-week file system for the first time. It's kind of overwhelming because I am a perfectionist who is old enough to know that life never goes as planned! What's most important to me is the big picture and the progress that's being made skill-wise, but I do have to report attendance and would like to have some idea as to where we'll end up at the end of the year. I tend to fret a bit if I don't know where we'll "finish." I also like the idea of the 4-year cycle for SOTW, so hoping to keep a better pace with that and other content subjects. We plan to continue homeschooling, but want to keep our children reasonably near grade level so that they can transition to a traditional school setting if desired or necessary at some point in the future--without too much academic chaos. We're entering year 3 of homeschooling and I see I'm relaxing and enjoying it more (all of it, including the pace, planning, and reality of what gets accomplished), but I do still stress quite a bit about staying "on course." I'm not even sure that can be defined! I appreciated Misty's post and will think more on that way of looking at things. I would absolutely like to drive the ship vs. being driven by a book, number of weeks left, etc. I want my plan to be a tool, not a slave master. The last 2 summers we've done "light" school--mostly math and reading with lots of read-alouds and some history, but I'm thinking that might be the reason I've be SO burned out the last 2 springs. I like the year-round strategy because we don't waste a lot of time with review and I think my kids need the structure, but...some lazy summer days have been really nice too! Considering taking more of a "real" summer break next year, so some type of 32 or 36-week plan would help with that. Thanks for taking the time to share this question and your experience and wisdom.

OP, you described almost exactly the curriculum we used last year and plan to continue with. (DD is half-a-year older, good reader; completed first grade last year.) Have been wondering the same thing about phonics/ETC. Good to hear that there is value in sticking with ETC for another year or two. Thanks and looking forward to more replies--

Expensive $$$ for a blender! Said I'd never get a household appliance that cost that much! But...after reading/watching a ton of reviews, realized it was probably one of the only ones that pulverizes various ingredients to the extent I'd find palatable. We grow a garden year-round and it's awesome for turning veggies into smoothies. Ice, tougher kale and even whole, raw beets, beet greens = no problem, no grittiness. I don't always have time to turn these types of veggies into dinner sides, so I just add them into fruit smoothies with the Vitamix. With the right ratio of fruit:veggies there is no discernible veggie taste. Also pulverizes additions like whole flax seeds, chia seeds, vitamins, fresh ginger. If I weren't going to add these types of things, I would have made-do with a cheaper option. If we eat healthier and cheaper with less time involved, I think over the years it'll be worth it!

Have you tried Bona? Sold at Lowe's and Costco. Prob Home Depot? It's a "system" that has a dust mop head for picking up fine lint and dust and one for mopping. They are easily changed out and can be thrown into the washing machine. Best I've tried; tried to make a vinegar solution and it didn't work, left streaks. If you like Bona, Costco has the most economical package. I've used it for about 4 years and it's great.

I have to echo what some posters said above...meals tend to be people-focused in our house. We do our best to share breakfast and dinner as a family and, when possible, lunch (DH works out of our home.) I've read about others doing school during breakfast or lunch and I've thought about reading aloud or doing some sort of schooling during meals to "get ahead" or check something off the list, but it never quite feels right for us. Another way I look at it is that I really need to be focused when I'm listening to something being taught. Have you ever been to a keynote-speaker dinner or awards ceremony dinner where you're supposed to listen to an in-depth talk or repeatedly pause to clap while trying to eat at the same time? I never end up actually eating at those things! It would drive me crazy if I were trying to eat/take a break and someone was trying to teach me something or communicate a concept beyond "normal" table conversation (which can include higher concepts, but generally in a slower, give-and-take fashion.) I try to extend the same courtesy to my children, as meals are a time for them to take a break from activities, enjoy the company of others, and to reflect on the day. Though, I do see that some personality types don't mind multi-tasking and might enjoy it! I also try to set an example of taking the time to actually sit down vs. eating standing up at the counter, though some days I don't feel there's enough time. Also, it seems like the body is doing its own "work" at a meal in that the blood goes from the head to the stomach for digestion, etc. Lots of enzymes working...it just seems like physically, people's brains are not set to learn deeply at the same time as eating. (That could just be my crazy perspective--don't have much offhand to back that up!) Love the 4-point clean idea and the reminder to play classical music during meals. It sets the tone beautifully!

Another mention of using a play Store/Bank set up. We've done this in the past and plan to resurrect it this week. I gather a bunch of items from the kitchen cupboards and put a dot sticker on each with a "price". Doesn't take too long. Then we arrange things in the living room along with a pretend cash register, shopping bags, etc. DD's shop for and "purchase" items and have to help figure out the appropriate change. Trying to build fluency with +/- facts, so this will help. This allows for counting by 1's, 5', 10's, 25's, etc. And we cover 25 cents/dollar and fractions (1/4, 1/2, 3/4, 1). Tomorrow I plan to cover weight by using a scale to weigh fruits for "sale". And DD can practice more writing, sounding out words, etc. by writing up a shopping list. I'm also going to try to have a "bank" component with Monopoly money so we can practice changing out 1's, 5's, 10's, 100's (useful in the future for borrowing, carrying, ones/tens places.) I might "sell" yarn or ribbon at some point (like they sell chain at Lowe's, for ex.) so we can work on measurement. Another idea: clipping some coupons to calculate how many cents off. Sorry if this idea was already mentioned. I haven't read through all responses. Maybe an idea for the younger set and I think it was mentioned in the original post. It seems like it could be adapted for multiplication and division.

Lots of good ideas for memorization here. I think I'm seeing some "light" on that subject and see a way forward. Today we read Animals, Animals by Eric Carle (collection of good poetry illustrated in Carle's typical fashion)--just for fun. Some of the poems were so enjoyable to read--rolling off the tongue or tickling our funny bones--that I could see reading them again and again until memorized. I realized about a year ago that we had memorized the whole The Real Mother Goose board book, simply from so much repetition between our two children. That seemed so easy that I thought it didn't really "count" as memory work! I guess I thought memorization had to be some horrible, dry teeth-pulling exercise. Anyone else seem to regularly over-complicate things?!

I guess by "play" I was thinking afternoons free spent in discovery out around the tree house, planting seeds in the garden with Dad, finding interesting rocks and then looking them up in a field book...This after a morning of the 3 R's...I don't know how to label it? Rigorous memory work occurred right away I have been avoiding this because "aaack!" I'm horrible at memorization. I'm afraid to start b/c I don't know how to do it with my DC without making it cardboard-y and cheesy. I will read and set myself to work at changing that--maybe finding a "beautiful and contextual" way to do that. I do see the value in memorization. Thank you for the rec's for Bluedorn, Cottage Press.

Yes! OK, I printed this out a couple of years ago and review it 2-3x/year when I am trying to get "oriented" in our plans. A lot of these "goals" have been met easily / naturally because of the way we live (living in the country, garden, hiking, etc.), though some have been more directed and "bookish" (copywork). I love the way you put this:

Still following; thanks. Interested in the Classical-CM connection, especially in regards to how/when would one generally shift from play-based, hands-on learning to more rigorous memory work and "serious" study? (Not that hands-on learning ever goes away, but it seems like there will be a shift at some point.) We're probably not there yet, as my DD is 6/1st grade, but I'm looking ahead and trying to get some vision. I'm planning to read this book!

Thank you for this review. I've been trying to meld an eclectic mix of approaches in my head as we enter into this homeschooling journey (second year in). I love strands of Classical, Waldorf, Charlotte Mason, Hirsch, Beechick, and so many others. The great freedom and opportunity in this adventure called homeschooling is getting to weave a tapestry with all of these influences. It can also feel like a burden at times. Sometimes I feel frustrated that I can't just "pick one" (approach), though I know I'd never be satisfied to adhere to just one way of doing things. Nice to know CM was influenced by many others as well; usually she is written about as such an original/distinctive educator. Not discounting her originality, I do think we (humans) all are influenced by others, no matter how "original" our thoughts might seem.