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Found 4 results

  1. Please bear with me. I'm trying to figure out how to figure out if my kid is ready or not. :tongue_smilie: Our oldest son will be 5 in August. We're wrapping up his preschool level in the next week or so. He ably completed Get Ready, Get Set, and Go for the Code, Hooked on Phonics Learn to Read Pre-K and Kindergarten, and is almost finished with Saxon Math K. He's great with blending and CVC words and can decode unfamiliar words well. He surprised his daddy by sounding out 'Zimbabwe' yesterday, although it was more like "Zimbabwee." His writing skills are very good for his age and he enjoys forming his letters. We're moving to a year-round schedule with a start date of whenever we get settled in after the arrival of our latest addition sometime in the next two weeks or so. The latest in our ever-changing plan is to start off with: OPGTR, beginning with lesson 40 HOP First Grade Saxon 1 ZB Kindergarten Once we get to lesson 140 in OPGTR, I was thinking we'd start ZB First Grade, Spelling Workout A, and FLL Level 1. I'm planning on using Elemental Science and RC Connecting with History. Looking at the curriculum map on the PHP website, it shows corresponding start dates for FLL Level 2, WWE 1, and SOTW 1. For anyone who has used these curricula, does FLL Level 2 seem like a good, logical point to add in science and history? I don't want to start those cycles too early and I'd also like to make sure my son's language arts foundation is really solid. Is there a maturity level that you look for before starting those subjects? Science was the one thing we dropped early on this year. He enjoys learning science-related things, but couldn't grasp any of the cause and effect demonstrations. He enjoys watching history shows with his father and has begun asking if the stories we read are "real" stories or "just pretend." He retains what he hears well and incorporates it into his play. For example, we watched a documentary on mummies a couple of months ago. Last week, we got a large box in the mail and he immediately claimed it as his tomb, climbed in, and insisted on being called King Tut. :) If it makes any difference, we don't have to report to our school board until the 2013-14 school year and our requirements can be met with a portfolio review by a certified teacher. I'm not concerned with him having a specific knowledge base by X age in order to pass a standardized test. I'm also not too worried about keeping him all at one level; I want him to be able to progress in subjects as he masters them. I just don't want to pile on too much, too soon. I had a beautiful schedule all planned out for next year and today I looked at it and thought it's pretty silly to try to make him conform to a specific pace of lessons. I want him to work at his own pace. I'm just unsure when to have him start. Thanks in advance!
  2. Both my dc are doing FLL according to their levels. I like it for my 4th grader, she learns well through the workbook approach. However, I find FLL 1 very boring, dry and way too repetitive. I do like the narration and poetry, but that's about it. Just wondering what I might be able to find that is more fun and interesting for a first grader? Anyone have any recommendations?
  3. When I hear different teachers talk about FLL (for example), I hear things like, "the repetition drives me crazy," or "dc complains about having to give the definition of a noun again," or "these short repetitive lessons are way too easy." These are valid opinions. Tell me more! I want to understand more about this perspective because I feel so opposite. I find myself thinking, "Gosh, I love this simple little memory repetition. I love these short easy lessons that I can do with dc in 5 minutes. I would never have predicted that I would like lessons that use repetitive memory work like FLL and AAS. I would have never, ever, ever guessed that I would love scripted lessons like WWE, FLL, and AAS. And I am one of those strange ones that enjoys reading the FIAR books every day for 4 or 5 days! :001_smile: I just wonder what personality traits, motivations, etc., make teachers and kids love it or hate it. So, what exactly is it about your teaching style or your dc that makes you smile at OR cringe at repetitive, simple, scripted lessons?
  4. I have a young first grader (she misses the cutoff here but not where we used to live...her birthday is the end of Oct). We are doing FLL, and while she likes it and can memorize the definitions, she just can't figure out the whole proper/common noun thing. We are on lesson 30-something, I've been taking it slow for her, but no matter how much I explain it she is still just guessing. Do you think it's a maturity thing? I'm wondering if I should just shelve it til next year and give her little brain a little more time to develop.
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