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eternallytired

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About eternallytired

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  1. Whoa! So much to respond to! Thanks for taking the time to share your thoughts! The overall muscle tone is significantly improved now. The funny thing is, I never thought it odd that he had no visible muscle tone, since ODS is the same way. We've used extracurriculars to work on this in a fun way--gymnastics and now taekwondo for two years, and that has helped immensely. I'm hoping that guitar lessons (his choice) will ultimately strengthen his hand muscles so writing won't be so much of a bear for him, but we'll see. I'll poke around locally and see if I can find any resourc
  2. See, and there's my problem: sometimes DS seems to understand a concept intuitively, and sometimes he just stares at me blankly. (Like fractions. We went through the Singapore fractions--in 3? I think--and the idea of equivalent fractions/changing denominators just did NOT click. I finally moved on. He hit it again in Beast, and it was still a "hmmm" concept for him.) So stuff like that makes me think maybe I'm overestimating his ability and need to slow down. I think what I'm finding overall is that he does NOT understand anything we try to do with standard algorithms. That's what I lo
  3. I'm actually still using the structure of a curriculum (see how little I trust myself?): I used DD's old MM book to give me scope/sequence and then tried to find a variety of activities to help him work on those skills in that order. But a lot of what I found is still too much or too little. (Either too repetitive/overwhelming--a whole page of multi-digit multiplication [What was I thinking??]--or too little conceptual explanation. Usually both, I'm deciding. I've never tried to compile my own math curriculum before, though I have done so with confidence in pretty much every other subject.
  4. Why, why, why do I read threads like this when I know they're going to get me circling back to the beginning of my dilemma?! OP, I'm in a similar place, but for different reasons. YDS is bright but has a hard time memorizing (math facts take forever to stick), a REALLY slow processing speed, and fine motor issues + personality = HATES writing. He's done RS A&B (got sick of card games by the end of B), parts of Singapore 2 & 3 (hated it--says it was too much and too straightforward/repetitive/boring), and BA3 (LOVED the cartoons and puzzles; wasn't a fan of the challenge level or she
  5. My youngest will be in 4th grade, and I have the hardest time knowing what to do for him. He's bright, but he struggles with fine motor and thus hates writing, and his processing speed is super slow. Thus, I'm always looking for things with a minimum of writing and very little extra work--but it takes him a while to acquire new information (except when it comes to airplane specs), so he also needs spiral to cement things. Here's what (I think) he'll be doing next year: Math: CLE (This will be new for us; several people recommended it as having a variety of work in each lesson, not over
  6. After a month spent researching (why is it that February always seems boring and gets me motivated to think about new, exciting things for next year?), I think I've got DD's curriculum nailed down. She'll be doing... Math: Foerster's Algebra 1 (recommended by several people as a follow up to MM) Language Arts (combined with ODS): Aunt Ruth II (mechanics/word use--the first level has been so fun that the kids requested this for next year); Drawing Sentences (diagramming--second half/book 2), Jump In! (writing), Family Book Club (lit--reading historical fiction around the world to go
  7. I got mine used on the Classifieds here. You can also keep an eye on HomeschoolClassifieds.com or your local FB homeschool group, though I've had less success with MCT (and any other other less mainstream programs) on there.
  8. When my kids were younger, I'd do six-week units on different topics that interested them. So I pulled together books and videos and hands-on stuff for plate tectonics and volcanoes, knights and castles, the science of candy... We only had one unit going at a time, so that limited how much time I had to spend researching and preparing materials. Our school district has a BrainPop subscription for students in town which I shamelessly make use of, as well. BrainPop (and BrainPop Jr.) has short videos about just about everything under the sun. A couple days a week, I'd let my kids each p
  9. I can partially answer this one. I've done both MCT and IEW. For MCT, I found it easiest to purchase the teacher editions, which contain all the material from the student editions plus some. If I was reading a section to the kids, I'd just cover up any answers with my hand or a sticky note. Anything they'd write in the book we simply worked on the whiteboard or on notebook paper. (I actually bought these used and got a student and a teacher book, but I never used the student books at all.) I used a couple different IEW theme books and only bought student editions. What you choo
  10. Okay, this is a totally different direction than everyone else has gone, but when I think "fun, open-and-go, with varying topics of interest to early elementary," I think Mystery Science. My kids LOVED those units from about K-2ish. You sign up for a yearlong subscription. They have a wide variety of topics of interest to kids that you can select from, with a prep list (print this page, have a ruler handy, etc). Then there are videos where they very conversationally talk to your kid about the topic and lead them in a hands-on activity. We had so much fun, and the kids still remember these
  11. Nope. I can't say I've ever had a brilliant solution come to me in my sleep. Weird, since this seems to be a common thing. Oooh, that sounds like it could be really perfect. He says that Dragonbox really helped prepare him for Algebra, so I can see this really working for him. I may try that free class while we try to plug away through AoPS. Wonder how that would work... I'd love to respond more thoroughly, but this is the first I've had power in over 24 hours and I don't expect it to last, so I'm trying to cram in anything I need to do as quickly as I can. But see--y
  12. Well, I thought he was doing fine at Intro to Alg in 6th, but according to the AoPS website, that's right on target. By their schedule, he should be finishing the book this semester (or doing C&P and finishing it next semester). This is why I stopped going to forums and reading blogs for several years: it just gets me totally stressed out. (On the other hand, it can also help with suggestions and advice, like now, so...) Your comment about letting it marinate is actually rather perfect, since my DH (whose brain works similarly to ODS') actually says that works for him. He's regula
  13. I have two that I'm transitioning into being more independent this year (5th and 6th). I do something pretty similar. I write out their independent assignments for the week and have them decide how to organize their time. The first few weeks/months I'd prompt them to remember how much they needed to do before the week was over, since occasionally they'd take it easy at the beginning of the week and regret it at the end, but now they have a sense of how long each type of assignment will take, and they choose what they do each day (we have several Language Arts resources going at once, so not
  14. He's 12. By age, he'd be a sixth grader. He started BA3 in first grade after having flown through RS B&C in kindy and requesting "hard" math. He was doing pretty well at getting through a year of BA in a calendar year (we probably lost six months over the course of BA3-5), but PreA took 18 mos, and he's ten mos into Intro to Alg and still finishing chapter 10. Since the AoPS classes go so quickly, it makes me feel like we're falling waaay behind. I'm trying to remind myself that I'm more concerned about mastering the material than speeding ahead, but I'm not always successful at convi
  15. I noticed that, so I'm really tempted to have him try it and see what he'd think. But he is SUCH a plodder that I worry that derailing him with a separate curriculum will just mean that we'll just be that much further behind eventually if we continue AoPS. (He started the BA books two grade levels ahead, but he's slowly lost ground and is now doing AlgA on grade level because he is not a speedy worker.) I think I need to let go of my mental calendar...
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