This is the best curriculum we have found since starting homeschooling.  All 5 kids said in one way or another, 'wow, this is really making me think!'  I love that it is doing exactly that.  - C.L.


Here you will find answers to some of the most frequently asked questions regarding the Connect The Thoughts™ .  If you have questions that are not answered here, you may send your questions directly to our founder: click here .

Frequently Asked Question (FAQ)

Spelling with CTT is usually handled per the Spelling Program .
Take a look at our spelling program for ages 5-8.

Essentially, make a list of words the student spells wrong as the student does writing assignments.

These are words the student wants to use, so they're not foreign or arbitrary, as are all spelling pre-prepared lists. The student tried to use these words, and spelled them incorrectly.

Select ten (I try to stick to words that violate one or two spelling rules, but that's just my approach). Let the student work through those ten words in any way you see fit to learn the correct spelling for each word.

I don't advise many "rules" be used. The more a student reads and writes, the better their spelling will almost invariably become. Verbally check out the student on the list of ten words after they've had some time to work through them and learn them. If they get one wrong, place it on the next list to be tried again. If the student's spelling is very bad, do this twice a week instead of once.

CTT does not cover grammar in its Creative Writing Program , and for very compelling reasons. We want a student to simply create, create, create, and we provide the student many tools to feed that creation...but no criticism . This is key. None, no critique whatsoever. This includes correction of use of words, or spelling. (Spelling is handled separately, after the fact of writing, via the above-described spelling program.)

I knew a set of parents I interviewed once, who explained to me that their son was a brilliant author, had written the first part of a novel, and then stopped his writing cold. I asked "did you help him?" "Oh, yes", the mom replied. "With ideas, and grammar, and spelling..." Of course, this is exactly why he stopped writing. He created writing projects for the same reason we all receive praise, acceptance, attention, to create an effect on others. The parent's reaction, unintentionally, denied their son everything he desired as a writer, and he stopped. I suggested they go home and "eat crow", apologize to the son and beg him to write again, and when he did write, do nothing but read his work, understand it, and most importantly, admire his work and him . (I don't know if they did this.)

Honestly, the world is a tough place for artists of all kinds, and it is rejection-happy. A developing student who loves writing should write, write, write, and receive little or nothing but admiration! The world will critique their work plenty as they grow into adulthood. Also, in over 40 years of teaching, I've yet to see a student's use of language (written and spoken) not improve as they wrote and read more. The trick is to get them writing...stopping them is too easy.

     Steven Horwich
     Connect The Thoughts


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