Do you remember when you learned to type?  I think I started in 9th grade; I’m dating myself by telling you this, but when I began typing it was on a manual typewriter. For some reason, I could never get the knack of the long reaches, i.e., the “a” key to the “1″ key with the right pinky finger or the “;” key to the “-” key with the left pinky finger. I wasn’t a good typist on that dinosaur manual typewriter.

However, a few years after high school, I went to secretarial school. They had electric typewriters, and I practiced each day. By the time I graduated (in one year), I could type 60 words per minute–not bad for a student who couldn’t type 30 minutes in high school. From years of experience, I eventually reached close to 80 words per minute.

School students nowadays start learning to keyboard long before 9th grade; some start learning before they reach their teens. My 10-year-old son, David, started using the BBC’s Dance Mat typing; I thought it might help him with his homeschool work, because he likes writing stories and journaling. I thought learning to keyboard, as they call it nowadays, would help him to get some of his work done faster. He likes fun keyboard games a lot, because it makes learning to type exciting.

I’ve been searching for other sites that will help my son to become a better keyboardist. (I think typist sounds better). There are a lot of keyboarding games that will help your child learn to type. Typing games are a great way to get your child used to the feel of the keyboard and on her way to becoming an adequate typist–and maybe even a speed typist.

I’d love to know if your kids have any favorite, typing games. Leave a comment and let me know.

I’m supposed to be setting up my curriculum for next school year, within the next few weeks. Since Tim will be official, I’m going to use my church as an umbrella, at least for the first year. They require me to turn in a lesson plan, I believe for a year, just a basic idea of what I’m going to teach.

I sat down to start this yesterday, not too concerned about it. I did this all on my own last year and had no clue what I was doing, but it worked, and it worked well! So, no worries, right?! I couldn’t figure out where to start! I clammed up, just like I did last year! He’s already doing 1st grade for language arts and math, so I’m having a hard time figuring out where to start, based on the skills they want him to be learning. He HATES repetition, so I don’t really want to start at the beginning of 1st grade. I’m really confused, and I hate that! I like knowing exactly what I’m going to be doing, it just makes everything run together more smoothly.

So, I’m going to pick a couple of online curriculums, T4L being one, and look at what is there in terms of grade level, then use that as a jumping point to write the rest. I don’t know any other way to do this and have it somewhat organized! I know I’m not the only one here that writes my own curriculum, so how do the rest of you figure out where to start for a new year?

What do you all do when a child has gone beyond what T4L has for their level? Tim is almost done with 2nd grade science, and he finished 2nd grade social studies a few months ago. Third grade social studies was just out of league, it wasn’t interactive enough to hold his attention, and I’m pretty sure science would probably be the same way. The LA extensions aren’t really helpful, either. They need a science extensions!
The LA extensions is good for the first section of it, but after that it loses his attention too much. We use other sites as well, so I’m not worried about his not getting the material he needs, but after today he’s only going to be on T4L for language arts and math. Now, Josh is just getting started with T4L, so I’ll still be using it for him. But, only the math and language arts, again, because the science is too hard for a preschooler.

In most areas, Tim is far ahead of where he should be, I do believe he’s gifted. But one area that has been a struggle has been letters, sounds, and putting it all together. It’s not that he can’t do it, but he has memory problems in this area. He is extremely sensitive, and if he feels like he isn’t doing good he gets extremely frustrated and this can bring on a meltdown, it pushes his sensory issues into overload. He can learn the letter names and sounds, but if we give it a break for even a week, we’re in trouble! And, if he’s struggling to learn something else, the letters and sounds take a back seat every time, he just can’t focus on two things at the same time. What’s strange, is on T4L, he’s doing 1st grade for language arts and is reading! It takes A LOT of effort, he hates sounding out the words. We do this with readers, too. He also has a hard time with middle sounds. He can tell me the beginning and end, and can find them on the T4L lessons,  but the middle is harder for him. On there, they sound out each sound, and he can do that, but if I say ‘cat’ without emphasizing the middle sound, he misses it. Is that age appropriate? I’m not sure, so I don’t know if I should make a big deal out of it or not.

I started realizing that his memory is much better for memorizing whole words than the sounds, but not in terms of remembering them from one day to the next. He can do that, but only if we use the word A LOT. If we’re reading a reader and I help him with a word, he’ll remember that word through the whole thing. Our readers have about 15 words used over and over again in the stories. So, yesterday I tried something with him. I took some three-letter word flash cards. I held on up and we named the letters, said the sounds together, and said the whole word. Then, I removed the flash card and had him try to write them. He did six words, and got them all right, perfectly, without any help. He wasn’t sounding them out, but he was memorizing the names of the letters and writing them. Is this a sign of a photographic memory, or is it that I’m confusing him by mixing the names of the letters with the sounds? It might be that I don’t need to worry about the sounds, just the letter names and work on whole words? That is so foreign to me, though, and I’m not sure how to teach whole word vs. phonics. I taught myself to read phonetically before I was even in kindergarten, so I just can’t comprehend how he can learn to read without understanding phonics. Any ideas??

It could also be that things are finally just clicking for him, the combination of the letter sounds and names (he’s just now able to tell me what sounds the letters make when I ask him, for most of the letters) and if I change what I’m doing, it might confuse him more. I’m just not sure what direction to go. I do know that I’m going to keep using the flash card idea, because he was having so much fun with that! No stress in his face at all. Up until now when he’s writing I’ve been writing the work and having him just copy it. Then, a few weeks ago, I started saying words and having him spell them by sounding them out. He did pretty good with this, but there was still some stress there. He flips out of he gets something wrong, so he only wants to do what he knows. Makes it hard to try to get him to branch out! And, most kids learn to write by spelling words wrong, don’t they? I’ve heard that before. Like, tough would be spelled tuff, cute would be kute, etc. He stresses so much, I’m afraid to not help him spell words because if he makes a mistake he won’t want to try again. Yet, if I focus on teaching him to spell perfectly, isn’t that telling him he has to be perfect?? UGH! So many questions today! I just don’t want to screw up and turn him off of learning. I know that it can be a fine line with kids with autism and kids who are gifted, so for a kid who is both, it makes this journey really unnerving sometimes. I guess I want a manual to tell me exactly how to teach him the way HE needs to learn. Ha!

Until very recently, I had no idea that gifted and autism could go together, but I’m learning real quickly that they can! Tim is very scattered in his abilities, but mostly ahead of his peers. I know a lot of this is due to the therapy I’ve given him myself over the last two years, he’s passed so many milestones that I didn’t think were possible when he was three and moderately autistic. But, he just has amazed me since starting kindergarten in August.

This week he has been working on 1st grade math on T4L, and he’s working on place values. I wasn’t even going to touch this yet, I thought it would be too confusing for him and the last thing I wanted to do was confuse him! But, I’m a little bit OCD when it comes to him having to move from one lesson into the other and not skip around, so I had him do it just to experience it. Once again, he just blew me away! He understood what it was about, without any help from me. And, this is the funny part. The whole ‘place value’ thing never really made sense to me, and just seemed to be more confusing than just flat out counting. But, I understand it now myself, and why it makes sense to look at numbers that way! Ha! That’s what I love about homeschooling, is if we don’t understand something we get to learn it right along with them, and it just really helps our bond as he sees that you never stop learning, and there’s nothing wrong with admitting that you don’t know something. It builds his confidence, which is a big issue with him.

I babysit an 8 yr old that I help homeschool after his mom goes to work, and he uses T4L as well. He has Asperger’s, and is behind academically. T4L has really helped him connect to what we’re trying to teach him in ways that are just wonderful to see. He’s JUST understanding multiplication, and the online school he’s using is expecting him to start in division, which is crazy to me. I’ve been working with him this week on memorizing his times tables, we’re working on his threes. She had an especially hard time with him yesterday, he just wasn’t understanding what he was supposed to do, and was frustrated. I reminded her to check on T4L to see if there was a lesson on it, which of course, there was. He did the lessons, and that helped a lot, but still didn’t quite sink in. He came over here and I showed him the relationship between the numbers when you multiply and when you divide, and he got it! I truly did not feel he was ready for this, but T4L really helped pave the way for him to be receptive to what I showed him. He’s still going to work on memorizing his times tables, but while using a multiplication chart in the meantime, he can now do the work his school is wanting him to do and not fall further behind.