Yes, it is possible, just not as likely.  Most babies (especially breastfed babies) still have Mom's antibodies.  We had friends whose baby got chicken pox at the same time as an older sibling.  Of course, everyone was very worried for the little one.  Their doctor told them that it was unlikely to cause any complications.  It actually turned out better in the long run, they think now.  He had lots of pox, but didn't seem too bothered by them.  He never ran a high fever, just a low grade fever.  No other complications.  He has been exposed to them again (he is 5 now) but didn't get them.  That doesn't mean that he will never get them again, just that he didn't this particular time. 

It will just be different for each child.  Don't hesitate to take him to the doctor.  Follow your gut feeling on how he is doing.  You know him better than the doctor does!  Hopefully, it will be done and over with and no problems.  Just another story to tell when he is older!

Don't Worry!!!!  Complications are very rare!  I do feel bad for the little guy though.  It would be hard to be miserable and not really be able to understand why Mommy and Daddy don't just fix it!

And I have the right to revise.

   Of course you do!  It is a mother's prerogative to revise...and often  

My goals...

My daughter is 2 years, 9 months.

Reading:
1. We are almost finished with LR, so finish that and hopefully start over in another language.  I am hoping French will be finished, but if not, I would like to try Chinese.
2. Read more books!  She LOVES reading, and I don't do it often enough.  I would like to try the goal of 2013 books, but we don't have many on hand and we live quite a distance from the library and even then, it is only open for 4 hours on 2 days.  I should just use the free book sites and read more online, but she doesn't enjoy that as much as a "real" book.
3.  Finish Reading Bear.  I think we are over 1/3 of the way through it. 

Math:
1. Finish Rightstart A, MEP 1, and JG 1.
2. Continue memorizing her math facts.
3. Work on learning measurement/time

Writing/Art:
1.  Continue playing with pencil and paper often.  She seems to have a natural desire to make her letters/numbers/objects look good.  She just loves doodling and quite often it looks like what she wants it to. 
2.  Maybe start a handwriting book after she turns 3, or sometime later this year, if I feel that she is up to it.  Maybe in cursive?

Science/History:

1. Introduce her to a broad range of topics and find a few that interest her and then find videos or books to learn more.
 Other than that, I am open to ideas from you all.

Music:
1.  Finish LMs and maybe start it over. 
2.  I am really trying to save enough to get SM.  But that would also include getting a keyboard, so probably not this year.  She really loves anything to do with music, and I would like to see her start soon on some type of instrument.

Physical:
1. Increase stamina
2: Swimming in the summer


Other:
1.  We are going to continue Rosetta Stone French.
2.  Manners is just an on-going topic for any parent to work on, I think.  Although after having friends over recently with kids close to our daughter's age, we were pleasantly surprised at how well behaved our child seems!!  Maybe the other kids were just terrors , but our very opinionated child seemed mild compared to all of the others!
3.  Maybe start a spelling program after she turns 3.


In reading back over this, it seems that I am already doing most of these things consistently.  So just continue on the same path we are on.  My biggest joy recently has been her interest in Maths.  She has actually started enjoying math and wants to do it!!      So this year I want to really foster that desire and see how far she can go!

I have to add our F-A-T story also

As we were shopping, a man was walking towards us.  When he was about 3 feet in front of us, my daughter says,  (in that LOUD tone that only two year olds can just when you don't want them to)  "Oh, look Momma!  That man has a fat belly, just like Reading Bear!!!!"  while pointing at the oncoming man.  I think (hope) I saw a faint smile cross his face as he undoubtedly saw a look of horror on my face.    We had talked about the fact that just because someone is fat, doesn't mean that we say it out loud.  I guess that part of the lesson didn't stick.    I did remind her of that fact again!


Other than that... we LOVE Reading Bear!!!

I have been very vocal about EL ever since I discovered how wonderful it is.  I am getting a mix of responses too.  A lot of people just assume that, "Of course, your 2 year old can read and do math.  You were a teacher for 14 years; what else would you expect??"  As if, as a teacher, I have the magic formula that pushes my child into literacy.  Other people politely listen as if I am just bragging. But recently, when my daughter read a story to some friends on her own, they were all shocked.  "Did you hear that?? She actually READ that whole book!!  She was pointing at each word and saying them.  Does she just have it memorized?"  I tried to not respond with, "I have been telling you that!"      I just let my daughter demonstrate that, yes, she can read!  I have several people who are very interested in EL.  I think a few of them are held back by fear of their own inabilities.  Others are held back because they hear other naysayers talking about me and my daughter.  And yet, everyone of them will admit that my daughter is the happiest child they know.  (She really is the best advertisement for EL.  She just has a super personality!) 

The most recent person that I talked to about EL was a total stranger.  My husband and I were stuck in the tire shop 2 hours from home for 2&1/2 hours >  Thankfully, I had brought EL stuff along.  We had just gotten a laptop from husband's boss for early Christmas present, so we were doing Reading Bear and BK programs.  Someone else who was waiting saw us and asked about it.  Poor guy!  He probable heard more about EL than he wanted to!    Anyway, he did seem quite interested, and I hope for his kids sake that he at least looks into it.

I only have one friend who really seems to buy into it, but her kids are all older,  she repeatedly says how much see wishes she had known earlier.  Other than that, most people seem content to watch me "experiment" with my daughter.      This is such a fun experiment!  And I am pretty certain the outcome will be much better than had I never heard about EL!  I am also very thankful for all of you on this forum.  You help me more than you will know!

I have seen this several times before.  But what a good reminder!!  And right on a day when I needed it!  Thanks!

Great info, thanks!  That's the second or third time I've seen Reading Bear mentioned on this site; I'll have to look into that.  As far as "mom's who have a life" is concerned, I am a firm believer that my wife's job (raising our kids) is a thousand times more important than anything I do at work.  It sounds to me like you've got quite the outstanding little girl and I'd humbly submit that raising and educating her as you are doing is a far more meaningful way to spend your life than working in an office or even running for congress!  So hats off to you, ma'am. 

PS, do you do all the French extras on your own or do you have a language learning source that you pull the content from?  Thinking of doing something similar with German and Latin...

 
OH, yes!! I highly recommend Reading Bear! 

And thanks for the hats off!    My daughter truly is my life, and I wouldn't change it.  I'm just used to my friends thinking it is quite strange.  They are always encouraging me to "get a life".  I used to teach school for 14 years before my daughter was born.  Most people can't believe that I traded in a career that I enjoyed and was good at for "just being a mom". 

Almost all of the French lessons I download from this site.  (See Little Reader Library tab at the top of this page.)  We also have used Rosetta Stone for French.  She doesn't sit well through a whole lesson yet of that, but she learns an amazing amount from the time she does spend with that program. To quote Mandabplus3 from this forum-- "focus on imput, not output!"  I am just exposing her to French right now, even if she doesn't retain any of it.  As long as I keep that attitude, then any progress she makes is a bonus!  I am also looking forward to the LR french version!

By the way, welcome to the wonderful world of early learning!!  It is lots of fun and very rewarding!!

We actually do all three back to back.  My daughter didn't enjoy the LM part though until recently when we stopped trying to do the daily lessons.  Now that we just use the learn numbers, and learn math sections, she is able to sit through that easily also. 

Generally, we start with LMs, just because she LOVES it!!!  Typically, she will ask for all of the extras when we finish the lesson for the day.  She wants to watch all of the you-tube videos that go along with all of the lessons.  Depending on how much time I have, we will do it or skip it and go on to LM.

Since Math has always been her least favorite subject, I sandwich it between the other two.  We watch usually some skip counting lesson; then we go out to our long hallway number line and do the same thing with her frogs hopping forward and backwards.  Then we come back to the computer and go through some adding and subtracting in the learn math section.  Then back out to the number line to demonstrate that.  I think being able to jump up and do something helps keep her focused.

Then we end with LR, which she also LOVES!!!  We go through the daily lesson just as it is displayed.  Now that the new LRv3 is out, she also wants to play a few extra games.  I don't stop her!   Then we go to the play and edit tab and go through whatever extra lessons I have made.  We have some French, telling time, subitizing numbers, home made categories, etc.  Things that we have done so often that the are old hat to her, are in a folder that we go through once a week. I made a folder for each week day, and once a category has been covered, I stick it in there just for review.  The Game button is wonderful for this review!    I love the game button!!  So does she!!  We also have a odd # day folder and an even # day folder, where we go over newer categories every other day.

All of this takes about an hour.  She gladly spends more time if I let her.  We definitely had to work up to that.  When we started, she was only up for maybe 5 minutes of each.  She impresses me nearly every day with her stamina!  ( I am a wee bit proud of my girl!! )  After all of our Brillkids stuff, she generally cons me into Reading Bear too! 

In the afternoons, we do a shorter version.  Only a couple of perfect pitch lessons and 2 or 3 songs in LMs play and edit tab.  Then we go through the 2nd daily session in LR, but skip all the extras (which she always tries to do anyway!)  Then we do MEP and/or Jump Math at the table.

I know this schedule won't work for younger kids, or busy moms who have a life    It does work well for us though.

Thank you!!!  We had been saving to get this anyway; this just made the deal sweeter!!

Hi Tessa!  Welcome to the forum!

I used flashcards before I started LR, but not very faithfully.  We labeled things around the house, and read lots of picture books with me pointing to the words.  Once we started LR, we didn't use the other things as often.  We did continue to look at books.  Recently, after she learned her letters ( using the LR file in the play and edit section while I said the phonetic sound) we started Reading Bear. Dad Dude, one of the dads on this forum created that site.  Check it out here:  http://www.readingbear.org/

I have also printed out word family books found here:  http://www.hubbardscupboard.org/printable_booklets.html#wordfamilyam  My daughter seems to enjoy them.

At first, she only recognized words in the setting where she learned them, whether that was LR, book, Reading Bear, etc.  Now, she recognizes most words wherever she sees them.  She has around 800-1000 words that she reads by sight, and can sound out most CVC words, and is starting to sound out long vowel words, and blending some consonants.  Basically, she reads on a early kindergarten level; she just doesn't have the pronunciation that most kindergarteners have.

LR is a great product!  Keep us posted how it is working for you and your little ones! 

TMT had some good suggestions in this forum discussion. http://forum.brillkids.com/little-math/using-little-math-with-older-toddlers-and-preschoolers/

If you would like other suggestions, you could try the search button at the top, right of this page.  Just type in any question you have, and you will likely find lots of good suggestions!

A friend of mine teaches a 1st and 2nd grade split class.  She asked me if I had any ideas for helping her students learn the values of each coin.  After reading about Fair Lands activities to help teach place value and different bases (http://www.moveitmaththesource.com/freee-booksandhu.html), I came up with a similar game for USA coins.

Objects needed to play game:

1.  Game board for each player. (see attachment)  I printed them on card stock and covered them with clear contact paper.
2.  Coins--  at least 10 pennies, 4 nickles, 4 dimes, 8 quarters, and 1 dollar bill per player.  If you don't want to use real coins, you can print some out here. http://www.senteacher.org/Worksheet/11/PlayMoney.xhtml
3.  Receiving/spending card (above each game card)  I cut these out and folded them in half so receiving was on one side and spending on the other.  Then I "laminated" them with clear packing tape.
4.  Dice

Rules:

1.  If you can make an exchange, you must make the exchange.
2.  You must exchange from right to left consecutive boxes when receiving money, and from left to right when spending money.

Playing the game: Receiving
(place receiving/spending card with receiving side up above the game board.)
1.  First player throws the dice and collects that many pennies.  If it is more than 5, he must make his game board safe by exchanging for nickles, dimes, etc.  You must collect pennies, and then exchange up.
2. The turn is over when no more exchanges can be made. 
3. First person to exchange for a dollar wins.

Playing the game: Spending
(place receiving/spending card with spending side up above the game board.)
1. Start with a dollar bill on your board.  Throw the dice and subtract that many cents.  For example, if she rolls a 4, she would need to exchange her dollar for 4 quarters, and then one of the quarters for 2 dimes and a nickle, and then the nickle for 5 pennies.  Then she could subtract 4 cents.
2. The turn is over when you have subtracted the amount shown on the dice.
3.  First person to zero their board without going into debt wins. 

To add to the game you could have each child tell you the total amount on their card each time their turn ends. 

The kids seem to enjoy this game and want to play it in their spare time in the class room.

Thanks, Tmt, for more great ideas!  I had already implemented some of these after talking to you earlier; but now I have more things to try!  It has really helped for us to stop doing the daily lessons and just using the numbers and learn math sections.

Since we don't have an abacus, we have been using our hallway number line to reinforce what we are doing on LM.  I made it with different markings for odd, even, 3's, 5's, and 10's.  She recognizes all of her numerals up to 100, but she doesn't have the stamina to count with me all the way yet.  She has started at least listening while I finish counting when she gets tired.  Then we go out to the number line and count it on that.  It is nice having it up where she sees it throughout the day.  As she trucks back and forth in the house, I can hear her shouting out numbers as she runs by.  She just can't slow down long enough to recognize each numeral as she passes it.     We do need to work on counting backwards though; thanks for that reminder!

One other thing that I have been doing with LM is adding and subtracting families.  I made a new folder in the learn math section and have presets with all the adding problems that add up to 1, 2, etc, up to 10; and all the subtracting problems also.  I think this is reinforcing the subitizing numbers file that Sonya_post made for LR. 

To use the number line with adding and subtracting, I made two frogs.  One frog faces left and has a minus sign on it.  The other frog faces right and has a + sign.  We always do one adding or subtracting problem; and then immediately we do the opposite problem, so she can see how they are related.  Right now we are only working on the families that we are working on subitizing.  She really enjoys hopping the frogs up and down the number line.  She has been showing a lot more interest in maths lately and I think it is because LM is making more sense to her the way we are using it now. 

This is a FREE online ASL course, complete with a professor who is very glad to help answer any questions via email!!!  I have really learned a lot from this course.  http://www.lifeprint.com/index.htm

Ok. Thanks!  I think she can subitize up to six pretty well now.  We have been playing lots of dice games too.  Also she has been sorting number cards that I made.  It is really the first time she has shown much interest in maths--so a BIG thank you!!

Thank you!! 

Do you recommend going over each number by itself, as many days as it takes until that particular number can be subitized; and then moving on to the next one?  Or do you just go over several each day?