The curriculum I decided to use is ABeka (their web-page is sort of confusing. If you are really interested in their curriculum, I suggest requesting a catalogue). It's what I was taught with in elementary school. So, for Kindergarten and into elementary I am using (and will be using) ABeka curriculum for reading and writing and math basics. I want to move into projects which incorporate science and history and reading and math all in one. There are lots of topics to explore that already interest my kids or me or ones I think we should learn more about. I want to be in this with them. I love learning, too.
*a curriculum has been a great jumping off point for our family. I wish I could be a fly-by-the-seat of my pants teacher who could assess my children's needs as I go...but the reality is that I'm not and I can't...yet. So we have used a curriculum this year; it has provided some needed structure and some readily available ideas. That said, I do so appreciate the encouragement to not check off all the boxes on the to-do list but rather make some boxes of our own! I am so ready to learn in some different ways and customize.
*anything we think is important for [our kids] to learn that isn’t integrated naturally in their project work, we address separately. the [children] (after doing projects from age 3) tend to approach anything they do in a project-oriented way. so if, in addition to their chosen projects, we “assign” them to read three books on american history during the year, they usually end up reading 12, drawing maps, making books, building models, etc., even though the idea didn’t originate with them. as they get older, we’ve found this a painless way to cover subject areas that didn’t naturally crop up through their own interest-led work.
The above 2 paragraphs are from the 59 comments, and they both really resonated with me. It is important to me to have a plan and some organization. I also love creating and going with an idea that wants to be explored.
The ABeka curriculum is very rigid and has a LOT of worksheets. I very loosely follow the parent guide, but find that it is helpful to have it. One of my friends asked me if I wouldn't rather have way too much info and be able to take what I want, than to have not nearly enough and wonder what to do. Yes. I would. I also pick and choose with the worksheets, though Maddie really enjoys them.
One thing I do is work on only one subject per day (for now) - and we just keep going until Maddie is tired - so some days we do 2 lessons, some days we do 4 or 5. But it is all math one day, and all reading and writing another. Some days, I let her choose if she wants to do math or writing. I think right now, for the early grades, it is easier to do one subject at a time and really learn. That way, we haven't done a big math lesson and then she is really worn out, but we press ahead and try to do writing . . . she likes breaking it up this way and so far this has worked really well.
And now I have the parent kit for Kindergarten, so for Isaac, I can pick and choose what student stuff I want to order. This will be good. Because he is different than Maddie. *smile*
I also make some of our letter cards and charts and even work sheets. Maddie really likes this, and so do I. I know that Isaac will appreciate it if I make him worksheets that have heavy equipment and tools and hunting motifs. As in, if Isaac has one dump truck and buys one more, how many dump trucks will he have? Or, if Isaac shoots 4 ducks and Dad shoots 5, how many ducks can Mom cook for supper?
For reading and writing practice, I often write sentences for Maddie to read and copy. Things like, Dad will kiss Mom. Maddie is a fun girl. The doll is big. For Isaac I will write things like, The fork lift is fast. Mom's hammer is small. The dog runs and hunts. (Sometimes, I even draw pictures . . . )
Like I said, I have fun with this, too.
Thank you, all of you who have left comments with thoughts and ideas about the whole school journey. As I said, this is going to evolve over time, and I love having more inspiration.