I'm looking for something to catch up my math phobic 7th grade daughter. She is dyslexic and doing well in her reading. Now it's time to work on math again.

Okay, DS is in Singapore 5B (standards). I switched him back to SM after 2 years of BA--he'd found it amusing and challenging, but needed quite a bit of hand-holding for it and lost ground in simple computation. (His ITBS scores tanked.) Now I want him to A) speed up on facts--sometimes in the middle of a problem he's stopping for 10 seconds to recall or, more likely, calculate something he should have memorized (despite some improvement via Times Tales) and B) get to Algebra in 8th. He might do high school at home, or might go to a B&M school. Visual presentation is very important with this kid. Seeing them in person at a local store, I have eliminated LOF and Saxon (again), and I think we could work with the ones below. What I'm considering is rest of 5th: Finish SM 5B. (summer) fact review (via Kate Snow??) 6th: Math Mammoth 7 color worktexts (their books for 6th looked like approximately the same scope as SM's 5th) 7th: Horizons Pre-Algebra (I do not like the look of their algebra, but the pre-alg looks good.) 8th: Jacobs Elementary Algebra. (It looks good, and now I've just done the Math Curriculum Selector quiz, which also suggested Jacobs or SM products.) It seems odd to use a different publisher every year, but these really look like good options for us. I don't mind repeating some stuff, as DS appreciates easy lessons. Jacobs looks like it's thorough enough not to worry to much about gaps beforehand, right? Do you see any glaring issues with this?

How frequently do you have your middle school students do lab reports? I'm thinking I did them rarely, if at all in middle school. I remember doing some in high school, but I'm a little hazy on how many. As a Chemistry major in college, I did them every week. If you have used Apologia, how often did you have your kids do complete lab reports? What do they do in public school these days? My daughter been taking Apologia science classes at an enrichment center two times a week for the last few years. This is the first time that she'll be doing science completely at home. I'm not a huge Apologia fan, but she loves the curriculum and requested that she use their Physical Science curriculum this year. For fun, she has also asked to read the Master Books Applied Engineering books (so no written work for Applied Engineering or the digging deeper research questions - the reading takes her about five minutes a day). I may cut some of the Apologia work in 2nd semester to work in Applied Engineering activities, but for now I'm trying to decide how many lab reports I should have her complete. There were three labs the first week, and after coaching her to fill out three lab reports, that seems like a bit much. It looks like there are about 50 experiments for the whole year for Physical Science. She loves science (and has expressed some interest in pursuing engineering), but doesn't love the lab reports. Who does? ? Someone suggested just doing the purpose, the data, and the conclusion for most of them, and occasionally asking for a full lab report. This person thought it was silly to usually request a hypothesis, because the expected results were given right after the experiment in the text. I do know that my daughter retains information much better if she writes it out, but I want to keep middle school science as fun as possible.

I am considering ordering one of the handwriting workbooks from the Getty Dubay series for my 5th grade daughter. Her handwriting is "ok," but it often ends up rather sloppy, as she tends to be lazy with it. She has gone through several Pentime books, which we really like, but I'd like her to focus more on legible printing. One thing I've noticed is that she often starts her letters from the bottom and goes up (with certain letters). She went to public school for kindergarten, and I think she was taught that way there, although she did get instruction in writing from the top down after kindergarten. Anyway, I've been looking at the Getty Dubay series, and I'm just wondering which book she should start with? I don't want her to feel that she's doing "baby" work, but I think there would be value for her in really practicing her letter formation, possibly with some tracing, before jumping into copying paragraphs.

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Hello, Can anyone share information about homeschooling groups (mainly focused on academics) in the Silicon Valley area? I'm looking for a cooperative group where dedicated parents prepare and teach lessons to the group at weekly meetings. Does anything like this exist in that area? Also, any suggestions on housing areas to seek or avoid on a limited budget? Thanks!

Does anyone have any recent experience with CNED? My daughter is bilingual, has attended a French school until now and will be transitioning to an American middle school for 6th Grade. I do not speak French, but my daughter wants to enroll in CNED. We are considering the digital & print option. Does anyone have insight they can share? My specific questions are below. 1. Are the lectures live or recorded? 2. Do students interact verbally with anyone? 3. I understand the total number of hours is approximately 450 over 9 months. Does anyone know the approximate amount of time spent on learning versus homework/testing? 4. How often do you recommend a tutor come? Thank you!

Ok - I'm on my 4th spelling program since we started homeschooling in 2nd grade. (All About Spelling, Spelling Power, Building Spelling Skills, Spelling City). With each, they memorize the list for the Friday "test" just fine, but what I'm finding - now that they are writing papers - is that it isn't translating to writing. They're heading into middle school and so there's an urgency to get this fixed. Any advice on approaching this subject at this point?? Thanks!

I need to figure out what "grade" to consider my middle schooler, and am grateful for help in figuring this out! I am thinking: 6th or7th? There is -- of course -- a long story about where we are now, but the shorter story is that I have homeschooled this child since PreK. He is precocious/accelerated, sensitive, not 2E, and is difficult to teach; and he grew up in our household with my husband's parents living upstairs from us. About two years ago his grandfather died, and shortly after that my son's academic abilities sort of just melted down. He went from being able to do AoPS algebra to having trouble with multi-digit arithmetic; he couldn't write grammatically correct answers to questions; his reading comprehension from IRs was about nil; and so on. I did not make the association with his grandfather's death, which was an incredibly stressful event for the family for many reasons, at the time. In response, and also in order to make sure that I could provide educational growth during a time when my husband's mother needed a good deal of attention and support, I moved him to Memoria Press as a rigorous educational option. I had to put him into their 2nd grade materials in order to avoid stressing him out; for math he began in 3rd-grade equivalent work. We've worked at our own pace and tried a lot of things, and this June saw him finish their 6th grade (corresponds to the work done in their 5th grade at the brick-and-mortar school). Here's where we are now: Reading: is a skimmer. He reads well above grade level and tests high, but does not read classics on his own. He can do, without stress, the reading that corresponds to MP's brick-and-mortar 7th grade. I would have to make him read their literature (at the level of Treasure Island) out loud to get him to read it carefully. Grammar: fine. We've done FLL, Grammar Island, MP's grammar, and are dabbling in Grammar Town. I am liking the looks of ALL!!!!! Spelling: Still remediating: we're in All About Spelling 5, having started in 2 or 3 at the beginning of the year. He is moving quickly and easily through AAS. Math: Nearly finished with Math U See Algebra. Please be kind about MUS :). Also drills; this year read Mathematicians are People Too. Science: been backburnered, can do Novare's middle school books (Physical Science, Earth Science) without stress. Strong knowledge base. History: we've done the Famous Men of Rome and Middle Ages, and we need a better balanced history. I trialed him on WTM methods and he can do decent summaries and 2-level outlines, he'd need a bit more practice before doing 3-level. Latin: finished 2nd Form Latin with online class, will do Third Form this year, summer work is some Familia Romana + review. Greek: finished Greek Alphabet, doing First Form Greek 1 page per day. Penmanship: totally legible, neat cursive. whoo-hoo!!!!!! ETA Composition: largely informal this year. He can write across the curriculum WTM-style at 6th grade level, and can do the writing in Classical Writing Maxim -- this is what we're doing, at a very light pace, over the summer. He is 11yo, turns 12yo on August 30 of this year. I started him in 1st grade at 6yo, which would put him in 7th, but I am unsure about his maturity. Well, I know he is "immature" -- he still carries his favorite stuffy around and in the car (but only around family members, not friends). But I am at a place where the work I plan will depend on how I think of his grade level, and if we are 2 or 3 years from high school, and so on. Especially if we move further from MP and closer to WTM methods and/or materials. He doesn't care what grade he is "in". thanks so much for your help!

Hi! I'm looking for suggestions. My DD is a rising 4th grader, but asynchronous in language arts (not mathematics). She enjoys classical education Well-Trained Mind style for its language-centered focus. Looking forward to middle school and then high school, I'm wondering how I customize a middle/high school pathway that would showcase her language arts talents? If she was talented in mathematics, it would be easier, I think -- algebra earlier, and then follow some variation on the typical sequence. But I'm having trouble thinking about something similar for language arts. It's very clear that a student has completed Calculus, for example, but how does one show an equivalent level of accomplishment in the language arts? What goals am I aiming for here? I feel as though the destination is out of focus, and if I don't know at least what continent to paddle towards, we'll end up in the South Pacific Garbage Patch. :) MCT just doesn't speak to me, but I'll give it another look. Suggestions? (cross-posted)

Just summarizing the last few threads GRIN... I've been reading these boards for awhile, and I've listened to several of my children's friends complain about their teachers' threats and complaints at the beginning of 8th grade, and I've concluded that it is perfectly normal to spend the entire 8th grade year struggling to begin to learn how to: -Write a short well-organized expository paper -Produce work that has a heading and date, is legible, has full sentences that actually answer the questions, and isn't half question marks -Use an assignment book to keep track of one's assignments -Make and use some sort of study guides -Show one's work in math (math becomes complicated enough that one needs to show the work now) -Type And it is normal to spend the rest of high school learning how to: -Use more adult reference material -Skim so one can sift through a greater quantity of material -Write a longer expository paper -Read at an adult level -To do research Eighth graders don't have to arrive at high school able to do the second list. It is ok to spend high school learning to do those things. High school is long - four whole years. Yes, it is nice to arrive knowing them, and lots of students do, but lots of other students' academic skills are slower to mature. They still will arrive there by college, when students do, indeed, need to have those skills in place. Lots of people say their children made huge leaps after the age of 16. So... if your 13yo isn't behaving like a 17yo, IT IS OK. DO NOT DESPAIR. They keep growing after 13 or 14. In fact, they grow tons, just like they grow tons between the ages of 2 and 6. Part of that growth is a new awareness of themselves and language and the world around them and their own reasoning powers. This awareness, unfortunately, also leads to some of the less attractive 13-15yo behavior. They are two sides of the same coin. If my own children and their friends are anything to go by, they themselves are horrified by some of their own changes and tendencies, and just as glad when they ease off later on. Growth isn't always easy, fun, and pleasant. Remember the terrible twos (or threes)? They were learning to be children then. Now they are having to start all over again and learn to be adults. Please, please give them lots of sympathy and tolerance along with bolstering their still immature self-discipline and judgement. And talk to them, lots. And listen to them, really listen, to the new person they are becoming, not just the old one they were. And mourn the child that is disappearing, because they are, too. And help them to look forward to the nice adult things, like being able to drive and being able to get together with friends more easily. And remember that they are still young. Hugs to everyone who is going through this. I'm going through it for the third time GRIN. HTH -Nan (I've left off various science goals, like learning to make observations, to draw, to design an experiment, to keep up with current discoveries in a field, and to use lab equipment because I haven't heard them discussed enough to be able to tell where the 8th grade/high school line normally lands.)

I'm specifically interested in hearing about your children's experiences with these instructors: Beatty, Cardinale, Osborne and/or Murphy. My rising 8th grade ds may be taking SWI B online next year but I don't know where to begin as far as selecting an instructor. Several time slots would work so it well may come down to instructor reviews. Thanks in advance! : )

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I am wondering about these programs and how to best utilize them. May do with my child over the Summer months.

Dear Forum Folk, Note: WTMA Fall registration has closed, so subscribe to our newsletter or follow us on Facebook to receive announcements for spring registration! Did you know that our Well-Educated Minds program offers courses for adult learners year-round as an Independent Learning Module? This provides the opportunity for independent learning at your own pace. The Well-Trained Mind has been in the classical education business for over 15 years, providing homeschooling families with high-quality, ground-breaking resources that combine the best of the classical tradition with innovative teaching methods. In fact, more than half a million parents have successfully used the curricula, book lists, and methods of The Well-Trained Mind to teach their children at home. We’re excited to bring you the third year of the Well-Trained Mind Academy, with experienced instructors to further your ability to homeschool your children at middle school and high school levels of learning. We offer small class sizes, with live and delayed-recording courses to meet any schedule - including those seeking additional courses to augment a private, charter, or public school education. Full-year courses include writing (based on our successful "Writing With Skill" workbook series), math, science, music, history, literature, and now foreign languages. We also offer one-semester courses, including Study Skills, Socratic Seminar Discussion, Geography, Grammar, SAT exam preparation, physical education, and several levels of creative writing. Here's what our parents have to say: "My daughter is in the WTMA Algebra 1 class this year. She was so nervous... math was her least favorite subject. Oh, the anxiety it would produce! I have heard her exclaim that she loves math this year and her WTMA teacher is one of her favorites. (And I am wiping sweat off of my brow.)" "...in the past two weeks, our child has actually proclaimed that she is enjoying writing. Awesome!! She is much more focused, diligent and enthusiastic about tackling the assignments." "I've used other online schools. I can honestly say, WTMA has been the best experience!" Preview our courses to see how classical online learning works, then register soon. Classes began September 6th (recordings are available for any missed lectures) and are filling quickly! www.wtmacademy.com

Anyone have some good recommendations for an economics book for middle school? I'd love something that cool/graphic/interesting/conceptual, like a Beast Academy or MCT for economics, but any suggestions would be much appreciated. It's for my 6 year old, who mainly works at something like a middle school level (at least conceptually). We do a lot of current events, and I keep finding that I end up trying to explain pretty difficult economic concepts on the fly. thanks much

Our 11 yo DD has been riding regularly since the age of 6. This is definitely her passion - we are not a horse family, this comes entirely from her and she has been persistent and dedicated. Over the past year she has become involved at a 'serious' riding academy, has been taken under the wing of an elite trainer and is being fast-tracked for competition – the ‘barn’ has very high hopes for her and are investing a lot of time and resources in her training and development as an equestrian (we pay for about 1/3 of the time she actually gets). There is a cadre of girls like her (most of them older, but they were in her shoes just a few years ago) who work hard at the barn, train and compete diligently and consistently go on to very high levels of competition – there is definitely an establisedh track to develop and promote the talent there and she is on it. DD already works around the barn to help out - exercising horses, building jumps, pitching in as needed to help lessons run etc. in exchange for the extra time. She will begin serious competition in February and her coach anticipates she’ll be ready for state championships by the end of the season. We are ready to accommodate this, but it means that the study schedule we had set up at the beginning of the year (including numerous outsourced classes) will not work going forward. I’d like to get changes in place before we finish winter break. …which means I’ve got some juggling to do. We believe in her - one of the main reasons we chose to homeschool was to help our children discover their passions and support their pursuit of same. And now it is happening. And so we need to adjust to this new, unexpected reality. As well, this is just our 2nd year of homeschooling so we’re still just getting our footing. We lean more towards Classical / CM in our approach…textbooks and pre-fab curriculum make my heart drop with a sick thud. DD is enrolled in an HS Charter, but even that feels constrictive and I think we’re going to let it go, at least until we see where things are when high school gets a bit closer. As a family, we're not really 'inside-the-lines' people :001_smile: DD is a good student and, for the most part, is a responsible, mature child (she's just 11 after all). She works well independently and will essentially do as she is asked where studies are concerned. She is very bright but not what I would call super-ambitious or especially curious with her book studies….but she does like to do a good job….she takes pride in her work and likes to do well. She does a TON of free-reading, is very creative artistically. She's a strong writer. She IS very ambitious, disciplined and committed to riding. She is humble with her trainer, kind to other riders, learns quickly and is constantly trying to improve. We have been blessed with a really great kid. In my mind, I've been trying to boil down my questions to something manageable and answerable...what is it that I really want to know? What help do I need to ask the boards for? In a nutshell, I suppose it's this....how much wiggle room do I have with my Middle Schooler? Ideally I would like her to have the time, space and absence of pressure to start her first season of competing on the best footing possible while still getting adequate rest and continuing to ‘keep up’ academically and be sure she's ready to take on high school....while still leaving doors open if her interest shifts or if other changes happen? Not to mention ensuring she has time to be a kid and to stay plugged in and connected to our very tight family..... How do I do this? How can I best organize her (and our) time to ensure she continues to have an excellent education while seeing where the riding takes her in 7th and 8th Grade? I also HS our 8 yo DS and run the family business, so time is definitely a factor. I have lots left to say, but at this point I’d love any initial input and would welcome questions that would make the task of shuffling DDs studies a bit easier. Thanks in advance....

Hi everyone, I need a new math solution for my current 8th grader. I have never used an online course, but I think that might be a perfect option for us for the rest of the school year. He is feeling done with homeschooling in general--big sister left after 8th grade and is now a sophomore in high school, and he is planning on heading to high school in the fall too. We've been using Singapore since 1st grade, but he is struggling with NEM 8th grade. Mostly though, he is just struggling these days with ME as his teacher. :) Do you have any recommendations? He responds very well to structure. I'm OK with rigorous, would prefer something he can do at his own pace (which would probably be fast, but flexibility would be nice). I would like him to be ready to start Geometry in the fall, so would love a course that offers a complete Algebra. He might be able to skip large sections, but something that tests his level would be great too. Thank you! Kristin

Hello mamas! I'm in need of some encouragement and recommendations. I'm currently trying to teach my sixth grade, eleven year old boy to use encyclopedias spines and to take notes, outline, summarize and timeline according to the logic stage instructions in WTM fourth edition. But he's struggling. My eldest, a girl, did it without much help from me and liked it fine although she just mentioned the other day that she doesn't think she remembers much from those years of history. I don't want them to be lost years for my fella either. Has anyone done this successfully? Here's what we're trying to do: Monday: Write outline and summary from one library book he read Tuesday: Read for 90 minutes from various spines (I went through and made sure the information on the pages I assigned were all from the same time period) Write down 10-15 facts Wednesday: No history work Thursday: (90 minutes) Use an atlas to find places identified in reading Select topics to search for and read about from Library books Place events and people in our timeline book Use PBS videos and/or documentaries when appropriate Friday (90 minutes) Read froom library books (read more through the weekend if necessary) Here's the problem. I'm wondering if I shouldn't be using more than one Encyclopedia. He used three the other day: Kingfisher Illustrated Encyclopedia DK History of the World National Geographic Concise History of the World I think, maybe, that this is too much information. It seems like it's hard for him to settle on something and really LEARN it. Also, his facts are deplorable. Here's what he wrote for last week: 1. The silk road lasted until the 14th century. 2. 622 - Muhammed and his followers migrate from Mecca to Medina 3. The Byzantine Empire 4. The Mayans 5. Stone Obelisks 6. Anglo-Saxon burial methods for kings 7. The temple of the giant Jaguar 8. The Mayans were the first people to have an advanced calendar. 9. The Kon-Tiki Expedition, 1947 10. The Byzantines made many small, gold crosses. 11. Byzantine had a secret weapon called "Greek Fire." It was a mixture that burst into flames when it came in contact with water in 677. Here's what he chose to look up at the library: The Byzantine Military The Constantinople Wall (does it even have a wall?!) Help! I'm confused as to where I should even begin to solve this problem... Blessings, Angela