Wednesday, December 30, 2009
Saturday, December 19, 2009
Hark! The Herald Angels Sing by Charles Wesley
Hark! The herald angels sing,
"Glory to the newborn King;
Peace on earth, and mercy mild,
God and sinners reconciled!"
Joyful, all ye nations rise,
Join the triumph of the skies;
With th'angelic host proclaim,
"Christ is born in Bethlehem!"
______
Christ, by highest Heav'n adored;
Christ the everlasting Lord;
Late in time, behold Him come,
Offspring of a virgin's womb.
Veiled in flesh the Godhead see;
Hail th'incarnate Deity,
Pleased with us in flesh to dwell,
Jesus our Emmanuel.
______
Hail the heav'nly Prince of Peace!
Hail the Sun of Righteousness!
Light and life to all He brings,
Ris'n with healing in His wings.
Mild He lays His glory by,
Born that man no more may die.
Born to raise the sons of earth,
Born to give them second birth.
______
Come, Desire of nations, come,
Fix in us Thy humble home;
Rise, the woman's conqu'ring Seed,
Bruise in us the serpent's head.
Now display Thy saving power,
Ruined nature now restore;
Now in mystic union join
Thine to ours, and ours to Thine.
______
Adam's likeness, Lord, efface,
Stamp Thine image in its place:
Second Adam from above,
Reinstate us in Thy love.
Let us Thee, though lost, regain,
Thee, the Life, the inner man:
O, to all Thyself impart,
Formed in each believing heart.
Read "The Gospel in Charles Wesley's Christmas Carol." This carol includes references to Messianic prophecies pointing to the birth of the Messiah, as well as themes of what Christ did for us. Scripture verses are given for words of the song, making for a meaningful study for your family.
"Glory to the newborn King;
Peace on earth, and mercy mild,
God and sinners reconciled!"
Joyful, all ye nations rise,
Join the triumph of the skies;
With th'angelic host proclaim,
"Christ is born in Bethlehem!"
______
Christ, by highest Heav'n adored;
Christ the everlasting Lord;
Late in time, behold Him come,
Offspring of a virgin's womb.
Veiled in flesh the Godhead see;
Hail th'incarnate Deity,
Pleased with us in flesh to dwell,
Jesus our Emmanuel.
______
Hail the heav'nly Prince of Peace!
Hail the Sun of Righteousness!
Light and life to all He brings,
Ris'n with healing in His wings.
Mild He lays His glory by,
Born that man no more may die.
Born to raise the sons of earth,
Born to give them second birth.
______
Come, Desire of nations, come,
Fix in us Thy humble home;
Rise, the woman's conqu'ring Seed,
Bruise in us the serpent's head.
Now display Thy saving power,
Ruined nature now restore;
Now in mystic union join
Thine to ours, and ours to Thine.
______
Adam's likeness, Lord, efface,
Stamp Thine image in its place:
Second Adam from above,
Reinstate us in Thy love.
Let us Thee, though lost, regain,
Thee, the Life, the inner man:
O, to all Thyself impart,
Formed in each believing heart.
Read "The Gospel in Charles Wesley's Christmas Carol." This carol includes references to Messianic prophecies pointing to the birth of the Messiah, as well as themes of what Christ did for us. Scripture verses are given for words of the song, making for a meaningful study for your family.
Friday, December 4, 2009
Amazing American States Sample Book
Here is a look for a free sample State Book that you can download and do with your children!
Tuesday, November 24, 2009
Friday, November 20, 2009
Wednesday, November 18, 2009
Tuesday, November 17, 2009
What is the Origin of America's Annual Thanksgiving Day?
Here is a link on the origin of Thanksgiving Day...
Monday, November 16, 2009
Thursday, November 12, 2009
Wednesday, November 11, 2009
Tuesday, November 10, 2009
Friday, November 6, 2009
How to Beat Those Tricky Vowels by Sarah Major
I have taught children of all ages with a wide spectrum of learning strengths. What I've found from working with those who struggled to learn to read is that what kindergartners have a hard time with, third and sixth graders also often have problems with. It really does make a lot of sense. After all, if you don’t get something in kindergarten, merely getting older is not going to suddenly fill in that gap in understanding.
One weakness shared by many struggling readers is in identifying short vowel sounds. Many of the children I've worked with had a hard time memorizing word spellings, and because they were very weak on vowel sound discrimination, spelling tests were torture for them. It followed that reading was torture for them as well.
The first thing I did with these children was show them visuals for the vowels. We talked about how A looks like an anthill that's been tunneled through, I like a Native American headdress, E like a little girl reaching her arms out in front of her, O like a child's wide-open mouth, and U like an upside-down umbrella. Having introduced the vowel sounds and related them to the symbols (letters), I taught a hand motion for each vowel. (See visuals for both the vowels and hand motions here. Then we moved on to actually using these newly-acquired tools! We played little games together to practice listening for the vowel sound in words.
Listen for the Vowel
I would call out a list of words, and for each word, the children would do the hand motion for the vowel they heard. A sample word list follows:
Sand, tent, with, bus, off, Tom, bat, best, sun, shop, west, fun, fin, pen, pun, pan, pin, hop.
Quick Draw
To practice listening for sounds in words, and especially for distinguishing between vowel sounds, I found playing Quick Draw to be very helpful. In this game, your child will have a whiteboard behind her, marker ready, and then listen while you say the following:
• “The word is CLASS.”
• “Sound it with me.” Have your child sound with you as you segment the word for her, “C-L-A-SS.” Use the motion for A as you sound in order to give her a visual cue for the vowel. I also used fingermapping, which gives children an instant visual map for the structure of the word.
• “Sound and Write!” This is the cue for your child to quickly turn, and write her word as she says each sound. This part is critical. She needs to say the sounds out loud and hear herself saying the sounds at the same time she is seeing her hands write the sounds.
• Do a quick visual check for accuracy and then move on to another word. If your child makes an error, do not say the name of the missed letter, rather SOUND OUT the word as she looks at the word she wrote so she can identify the missing sound and make the correction.
The Important Connection Between Sounds and Reading
While vowels represent only a handful of the sounds used to make our words, they are so important to get right. Within a year, my children who were lagging behind were reading at expected grade level. What made this remarkable change in their performance? We started to focus totally on the sounds that they could all hear in words. Instead of spelling and writing words, or trying to memorize lists of words, we just relaxed and listened to the sounds. While there are thousands of words in our language, there are only a relatively small number of unique sounds. The children could learn how to spell the sounds and conversely they learned to read those same sounds. The outcome? Success in reading.
Sarah Major, CEO of Child1st Publications, grew up on the mission field with her four siblings, all of whom her mother homeschooled. As an adult, Sarah homeschooled a small group of children in collaboration with their parents, and has taught from preschool age to adult. Sarah was the Title 1 director & program developer for grades K-7, an ESOL teacher, and a classroom teacher. As an undergraduate student, Sarah attended Wheaton College in Wheaton, Ill. where she received a B.A. in art. Sarah then received her M.Ed. from Aquinas College in Grand Rapids, MI. In 2006 Sarah resigned from fulltime teaching in order to devote her time to Child1st. More information about Child1st Publications is available at www.child-1st.com. In her spare time Sarah enjoys gardening, cooking, pottery, quilting, and spending time with her family.
One weakness shared by many struggling readers is in identifying short vowel sounds. Many of the children I've worked with had a hard time memorizing word spellings, and because they were very weak on vowel sound discrimination, spelling tests were torture for them. It followed that reading was torture for them as well.
The first thing I did with these children was show them visuals for the vowels. We talked about how A looks like an anthill that's been tunneled through, I like a Native American headdress, E like a little girl reaching her arms out in front of her, O like a child's wide-open mouth, and U like an upside-down umbrella. Having introduced the vowel sounds and related them to the symbols (letters), I taught a hand motion for each vowel. (See visuals for both the vowels and hand motions here. Then we moved on to actually using these newly-acquired tools! We played little games together to practice listening for the vowel sound in words.
Listen for the Vowel
I would call out a list of words, and for each word, the children would do the hand motion for the vowel they heard. A sample word list follows:
Sand, tent, with, bus, off, Tom, bat, best, sun, shop, west, fun, fin, pen, pun, pan, pin, hop.
Quick Draw
To practice listening for sounds in words, and especially for distinguishing between vowel sounds, I found playing Quick Draw to be very helpful. In this game, your child will have a whiteboard behind her, marker ready, and then listen while you say the following:
• “The word is CLASS.”
• “Sound it with me.” Have your child sound with you as you segment the word for her, “C-L-A-SS.” Use the motion for A as you sound in order to give her a visual cue for the vowel. I also used fingermapping, which gives children an instant visual map for the structure of the word.
• “Sound and Write!” This is the cue for your child to quickly turn, and write her word as she says each sound. This part is critical. She needs to say the sounds out loud and hear herself saying the sounds at the same time she is seeing her hands write the sounds.
• Do a quick visual check for accuracy and then move on to another word. If your child makes an error, do not say the name of the missed letter, rather SOUND OUT the word as she looks at the word she wrote so she can identify the missing sound and make the correction.
The Important Connection Between Sounds and Reading
While vowels represent only a handful of the sounds used to make our words, they are so important to get right. Within a year, my children who were lagging behind were reading at expected grade level. What made this remarkable change in their performance? We started to focus totally on the sounds that they could all hear in words. Instead of spelling and writing words, or trying to memorize lists of words, we just relaxed and listened to the sounds. While there are thousands of words in our language, there are only a relatively small number of unique sounds. The children could learn how to spell the sounds and conversely they learned to read those same sounds. The outcome? Success in reading.
Sarah Major, CEO of Child1st Publications, grew up on the mission field with her four siblings, all of whom her mother homeschooled. As an adult, Sarah homeschooled a small group of children in collaboration with their parents, and has taught from preschool age to adult. Sarah was the Title 1 director & program developer for grades K-7, an ESOL teacher, and a classroom teacher. As an undergraduate student, Sarah attended Wheaton College in Wheaton, Ill. where she received a B.A. in art. Sarah then received her M.Ed. from Aquinas College in Grand Rapids, MI. In 2006 Sarah resigned from fulltime teaching in order to devote her time to Child1st. More information about Child1st Publications is available at www.child-1st.com. In her spare time Sarah enjoys gardening, cooking, pottery, quilting, and spending time with her family.
Thursday, November 5, 2009
The Homeschool Mom
Here is a link to the Homeschool Mom. Sorry I haven't posted...just got a new computer..not sure if that's good or bad..still thinking!
Saturday, October 31, 2009
Thursday, October 29, 2009
Evaluating Writing (Part 2)
Evaluating Writing
by Sandy Larsen
Part 2
In the first part of this article, we looked at what to do first when your student hands in a piece of writing. I urged you to put your evaluation of the mechanics on hold for a bit, and read through the writing several times, paying attention to your overall impressions.
Now we will move from general impressions to impressions which are more specific, but which still take in the writing as a whole. Consider the following aspects of writing and try to size up how well your young writer succeeded at each of them. Keep in mind that a first draft will almost always fall short in many of these areas. The categories will help you identify where the student should spend the most effort to improve.
Purpose: Does the writing have a clear purpose? Could a reader who didn’t know the assignment tell why the writer wrote it? If the purpose of the writing is not clear, maybe the purpose of the writer was not clear.
Scope: Is the topic of the writing realistic for the length of the piece, neither too broad nor too narrow? An awkward scope is often rooted in the assignment itself. If the student has been asked to cover the Vietnam War in two pages, then the assignment itself needs help. Either narrow down the assignment or expand the length of the paper and the time the student has to complete it.
Focus: Does the writing stay on track and stick with its main subject? Did the writer resist the temptation to take side trips? Fuzzy focus and wandering writing often reveal that the writer was undecided about his focus or even changed focus in the middle of the paper.
Organization: Are the ideas presented in a reasonable order? As you read, can you stay with the writer and not get confused? Writers have various ways to organize their thoughts. Encourage your young writer to make lists, charts, idea maps, outlines or whatever organizational method works best. (From my own experience, it is not always possible to organize my ideas before I write a first draft. I usually have to write first and organize later.)
Details: Are there sufficient details, but not so many that the writing bogs down? Does the writer tell you enough small stuff to make the big ideas come alive? Can you still see the big ideas among all the small stuff?
Tone: Does the writer’s tone generally fit the subject matter? For example, a serious subject should not be treated flippantly. A scientific report should not be full of casual language.
Variety: Is there a refreshing variety of sentence length and structure? If you read the piece aloud, the writing should sound energetic, without a singsong monotony.
Innovation: Are there sparks of originality and creativity?
Expectations: Does the writing come up to, or even exceed, what you have come to expect from your student?
After you have evaluated your student’s writing based on those categories and any others which seem appropriate, evaluate the mechanics of the work separately. Then you can offer your young writer two grades, one for the mechanics and one for the meat of the writing itself.
Sandy Larsen is a professional freelance writer and an author of Igniting Your Writing! and Igniting Your Writing II, both available through CurrClick.
by Sandy Larsen
Part 2
In the first part of this article, we looked at what to do first when your student hands in a piece of writing. I urged you to put your evaluation of the mechanics on hold for a bit, and read through the writing several times, paying attention to your overall impressions.
Now we will move from general impressions to impressions which are more specific, but which still take in the writing as a whole. Consider the following aspects of writing and try to size up how well your young writer succeeded at each of them. Keep in mind that a first draft will almost always fall short in many of these areas. The categories will help you identify where the student should spend the most effort to improve.
Purpose: Does the writing have a clear purpose? Could a reader who didn’t know the assignment tell why the writer wrote it? If the purpose of the writing is not clear, maybe the purpose of the writer was not clear.
Scope: Is the topic of the writing realistic for the length of the piece, neither too broad nor too narrow? An awkward scope is often rooted in the assignment itself. If the student has been asked to cover the Vietnam War in two pages, then the assignment itself needs help. Either narrow down the assignment or expand the length of the paper and the time the student has to complete it.
Focus: Does the writing stay on track and stick with its main subject? Did the writer resist the temptation to take side trips? Fuzzy focus and wandering writing often reveal that the writer was undecided about his focus or even changed focus in the middle of the paper.
Organization: Are the ideas presented in a reasonable order? As you read, can you stay with the writer and not get confused? Writers have various ways to organize their thoughts. Encourage your young writer to make lists, charts, idea maps, outlines or whatever organizational method works best. (From my own experience, it is not always possible to organize my ideas before I write a first draft. I usually have to write first and organize later.)
Details: Are there sufficient details, but not so many that the writing bogs down? Does the writer tell you enough small stuff to make the big ideas come alive? Can you still see the big ideas among all the small stuff?
Tone: Does the writer’s tone generally fit the subject matter? For example, a serious subject should not be treated flippantly. A scientific report should not be full of casual language.
Variety: Is there a refreshing variety of sentence length and structure? If you read the piece aloud, the writing should sound energetic, without a singsong monotony.
Innovation: Are there sparks of originality and creativity?
Expectations: Does the writing come up to, or even exceed, what you have come to expect from your student?
After you have evaluated your student’s writing based on those categories and any others which seem appropriate, evaluate the mechanics of the work separately. Then you can offer your young writer two grades, one for the mechanics and one for the meat of the writing itself.
Sandy Larsen is a professional freelance writer and an author of Igniting Your Writing! and Igniting Your Writing II, both available through CurrClick.
Wednesday, October 28, 2009
Grammar by the Book
Here is a link for a book to help out with those grammar lessons. Hope it helps!
Tuesday, October 27, 2009
Monday, October 26, 2009
Favorite Thanksgiving art Activities
Some more art activities to do with your children for Thanksgiving!
Saturday, October 24, 2009
Friday, October 23, 2009
Wednesday, October 21, 2009
Tuesday, October 20, 2009
Monday, October 19, 2009
Evaluating Writing by Sandy Larsen
Part 1
“Writing isn’t like math, where the answer is either right or wrong.”
“I’m not a writer. How do I know whether my student’s writing is good or bad?”
Often at homeschool conferences I’ve heard comments like those. Many parents are at a loss about how to evaluate their students’ writing assignments.
If parents lack confidence in how to evaluate writing, they usually default to the red-pen route. They circle every misspelling, punctuation error and grammar mistake, then grade the writing on its technical points alone.
I would never belittle the significance of writing’s technical matters. Incorrect grammar, misplaced or absent punctuation, and bad spelling only confuse the reader. They make the writing look amateurish, and they undercut the writer’s credibility.
On the other hand, technical perfection does not equal excellent writing. A technically perfect paper can still be dull and lifeless. A technically flawed paper can still have the power to communicate ideas and move the reader deeply.
Whether you use letter grades or some other system, I suggest that you give two separate grades for a piece of writing: one for the writing itself and one for the mechanics such as grammar, spelling and punctuation. You may be confident enough to grade the mechanics on your own. If you aren’t, there are plenty of resources available to help you. You are more likely to be stumped about how to evaluate the “non-mechanical” aspects of writing.
When your student hands in a paper, what should you do first? Before you make any comments or corrections at all, read through the entire piece several times. Pay close attention to your own responses. I don’t mean your negative reactions to errors; I mean your responses to the writing itself.
Watch for the following evidences of strong writing:
• Does the writing start out interesting and stay interesting? In other words does it hold your attention and make you want to keep reading?
• Does it put you right into the middle of the action or the subject matter?
• Does it stir your sympathies, either elevating your spirits or disquieting you, depending on the subject and the intent?
• If it’s supposed to be funny, does it make you laugh?
• If it’s supposed to be serious, is its subject worth thinking about seriously?
• Does it take an unexpected approach and surprise you?
Such impressions in the reader are a mark of successful writing, and they deserve your affirmation, even if they are marred by run-on sentences and bad spelling.
Also, take into account whether the writing is a first draft or something which has already gone through several revisions. You should be more merciful toward a first draft and more demanding toward a piece which the student has had several chances to revise.
So far I have asked you to pay attention to your overall impressions of the student’s writing. In the second half of this article we will look at more specific criteria such as whether the writing has a clear purpose, how tightly organized it is, and how well the writer stays focused on the topic.
Sandy Larsen is a professional freelance writer and the author of Igniting Your Writing! and Igniting Your Writing II, both available through CurrClick.
“Writing isn’t like math, where the answer is either right or wrong.”
“I’m not a writer. How do I know whether my student’s writing is good or bad?”
Often at homeschool conferences I’ve heard comments like those. Many parents are at a loss about how to evaluate their students’ writing assignments.
If parents lack confidence in how to evaluate writing, they usually default to the red-pen route. They circle every misspelling, punctuation error and grammar mistake, then grade the writing on its technical points alone.
I would never belittle the significance of writing’s technical matters. Incorrect grammar, misplaced or absent punctuation, and bad spelling only confuse the reader. They make the writing look amateurish, and they undercut the writer’s credibility.
On the other hand, technical perfection does not equal excellent writing. A technically perfect paper can still be dull and lifeless. A technically flawed paper can still have the power to communicate ideas and move the reader deeply.
Whether you use letter grades or some other system, I suggest that you give two separate grades for a piece of writing: one for the writing itself and one for the mechanics such as grammar, spelling and punctuation. You may be confident enough to grade the mechanics on your own. If you aren’t, there are plenty of resources available to help you. You are more likely to be stumped about how to evaluate the “non-mechanical” aspects of writing.
When your student hands in a paper, what should you do first? Before you make any comments or corrections at all, read through the entire piece several times. Pay close attention to your own responses. I don’t mean your negative reactions to errors; I mean your responses to the writing itself.
Watch for the following evidences of strong writing:
• Does the writing start out interesting and stay interesting? In other words does it hold your attention and make you want to keep reading?
• Does it put you right into the middle of the action or the subject matter?
• Does it stir your sympathies, either elevating your spirits or disquieting you, depending on the subject and the intent?
• If it’s supposed to be funny, does it make you laugh?
• If it’s supposed to be serious, is its subject worth thinking about seriously?
• Does it take an unexpected approach and surprise you?
Such impressions in the reader are a mark of successful writing, and they deserve your affirmation, even if they are marred by run-on sentences and bad spelling.
Also, take into account whether the writing is a first draft or something which has already gone through several revisions. You should be more merciful toward a first draft and more demanding toward a piece which the student has had several chances to revise.
So far I have asked you to pay attention to your overall impressions of the student’s writing. In the second half of this article we will look at more specific criteria such as whether the writing has a clear purpose, how tightly organized it is, and how well the writer stays focused on the topic.
Sandy Larsen is a professional freelance writer and the author of Igniting Your Writing! and Igniting Your Writing II, both available through CurrClick.
Friday, October 16, 2009
Thursday, October 15, 2009
Wednesday, October 14, 2009
Christian Heroes
Here is a site for some Christian Heroes. This could help for the Social Studies Fair in November.
Tuesday, October 13, 2009
Notebooking Pages for Greek and Latin Roots
Here is a link for some notebooking pages ($4.00 downloadable PDF) that goes along with "English From The Roots Up." Takes a load off of having to plan!
Monday, October 12, 2009
Saturday, October 10, 2009
Friday, October 9, 2009
Thursday, October 8, 2009
First Start French
Here is a link for those of you interested in learning French. I got this program and it is excellent!
Tuesday, October 6, 2009
Monday, October 5, 2009
Saturday, October 3, 2009
Enjoying Autumn: Learning From Nature (Part 4)
Be Creative with Nature
Music: Hymns
Learn and sing hymns about nature, such as:
How Great Thou Art
Fairest Lord Jesus, includes study guide
This Is My Father's World
I Sing the Mighty Power of God
All Things Bright and Beautiful
Music: Classical
Listen to and study Vivaldi's Four Seasons.
• Listen to the musical description of each of the four seasons on YouTube: Autumn, Winter, Spring, and Summer.
• Free online, 34-page teachers guide "Vivaldi and the Four Seasons."
Fall Crafts with Leaves
What is more abundant and beautiful in the fall than leaves?
• Collect a variety of sizes, shapes, and colors. Be sure the leaves are not dry and crumbly.
• Press your leaves between two pieces of waxed paper in a phone book or under a stack of books overnight.
Now you are ready to use your leaves in a variety of ways.
• Gifts. Write out verses and decorate with leaves or sketches to make wall hangings, gifts, bookmarks, and cards.
• Wreath. Cut a circle out of a sturdy paper plate and glue overlapping leaves around the circle. Add a raffia or other type of bow.
• Rubbings. Arrange leaves face down (the veins are more pronounced on the under side) and place a piece of paper on top. Use a crayon without paper and rub it sideways across the paper to reveal the leaves underneath. You can also use aluminum foil and rub over it with with the side of a pencil.
• Bookmarks. Paste one or more smaller, pressed leaves on a bookmark-size (2" x 8") poster board. Write anything you want on the bookmark, e.g., someone's name, and then cover with clear contact paper. Punch a hole in the top and add a ribbon.
• Leaf Prints. Decorate cards, gift bags or wrap, or T-shirts. Brush acrylic paint on the underside of a leaf and place where desired. Cover with a paper towel and gently roll a rolling pin over the top and remove leaf.
• Shirt. See instructions for a fall leaves shirt.
• Waxing. Place an arrangement of leaves between sheets of waxed paper sandwiched between a couple of dishcloths and quickly run a hot iron over the top. The wax will be transferred onto the leaves giving them a shiny appearance.
Music: Hymns
Learn and sing hymns about nature, such as:
How Great Thou Art
Fairest Lord Jesus, includes study guide
This Is My Father's World
I Sing the Mighty Power of God
All Things Bright and Beautiful
Music: Classical
Listen to and study Vivaldi's Four Seasons.
• Listen to the musical description of each of the four seasons on YouTube: Autumn, Winter, Spring, and Summer.
• Free online, 34-page teachers guide "Vivaldi and the Four Seasons."
Fall Crafts with Leaves
What is more abundant and beautiful in the fall than leaves?
• Collect a variety of sizes, shapes, and colors. Be sure the leaves are not dry and crumbly.
• Press your leaves between two pieces of waxed paper in a phone book or under a stack of books overnight.
Now you are ready to use your leaves in a variety of ways.
• Gifts. Write out verses and decorate with leaves or sketches to make wall hangings, gifts, bookmarks, and cards.
• Wreath. Cut a circle out of a sturdy paper plate and glue overlapping leaves around the circle. Add a raffia or other type of bow.
• Rubbings. Arrange leaves face down (the veins are more pronounced on the under side) and place a piece of paper on top. Use a crayon without paper and rub it sideways across the paper to reveal the leaves underneath. You can also use aluminum foil and rub over it with with the side of a pencil.
• Bookmarks. Paste one or more smaller, pressed leaves on a bookmark-size (2" x 8") poster board. Write anything you want on the bookmark, e.g., someone's name, and then cover with clear contact paper. Punch a hole in the top and add a ribbon.
• Leaf Prints. Decorate cards, gift bags or wrap, or T-shirts. Brush acrylic paint on the underside of a leaf and place where desired. Cover with a paper towel and gently roll a rolling pin over the top and remove leaf.
• Shirt. See instructions for a fall leaves shirt.
• Waxing. Place an arrangement of leaves between sheets of waxed paper sandwiched between a couple of dishcloths and quickly run a hot iron over the top. The wax will be transferred onto the leaves giving them a shiny appearance.
Enjoying Autumn: Learning From Nature (Part 3)
Study Nature
Not only does a walk out of doors provides a break in your studies so that your children will do better when they return, but observing nature firsthand can pique interest in science and other areas.
• Find the section in your science book that teaches about trees and leaves and/or read "Why Leaves Change Color," from the U.S. Department of Agriculture Forest Service:
A simpler version for children
More information for older students
• Hands-on Learning: Separate colors in a fall leaf using Chromatography.
In the Field: Tree and Plant Identification
Get a nature guide, and perhaps some binoculars, and learn the names of the plants, birds, and insects you see on your walk.
Familiarize your children with field guides, showing them the different plant families. Show them how to identify a tree or plant by its shape, size, color, fruit, seeds, and leaves.
• See if you can identify all the shrubs and trees in your yard.
• Then go to a park or on a walk and identify plants there as well.
Not only does a walk out of doors provides a break in your studies so that your children will do better when they return, but observing nature firsthand can pique interest in science and other areas.
• Find the section in your science book that teaches about trees and leaves and/or read "Why Leaves Change Color," from the U.S. Department of Agriculture Forest Service:
A simpler version for children
More information for older students
• Hands-on Learning: Separate colors in a fall leaf using Chromatography.
In the Field: Tree and Plant Identification
Get a nature guide, and perhaps some binoculars, and learn the names of the plants, birds, and insects you see on your walk.
Familiarize your children with field guides, showing them the different plant families. Show them how to identify a tree or plant by its shape, size, color, fruit, seeds, and leaves.
• See if you can identify all the shrubs and trees in your yard.
• Then go to a park or on a walk and identify plants there as well.
Friday, October 2, 2009
Enjoying Autumn: Learning From Nature (Part 2)
Seeing God in Nature
"The heavens are telling of the glory of God;
And their expanse is declaring
the work of His hands.
Day to day pours forth speech,
And night to night reveals knowledge."
(Psalms 19:1-2)
"For since the creation of the world
His [God's] invisible attributes,
His eternal power and divine nature,
have been clearly seen,
Being understood through what has been made,
so that they are without excuse."
(Romans 1:20)
God has revealed Himself in nature. We can build our children's faith when we point them to the Creator through the study of all the wonders He has made.
• Memorize and say verses about nature declaring the glory of God, such as the entire Psalm 19.
• While you are walking with your children out in nature, discuss spiritual matters.
"You shall teach them diligently to your sons
and shall talk of them when you sit in your house
and when you walk by the way
and when you lie down and when you rise up."
(Deuteronomy 6:7)
1. Start with Creation
Teach your children about creation directly from the Scriptures, starting in Genesis chapter 1.
2. Proceed to Appreciation
Teach your children to appreciate and wonder at God's creation as you drive, walk, view videos, or look at books. Notice its:
• Beauty
• Complexity
• Order
• Incredible dimensions, both large and small
3. Include Worship
Don't stop with appreciation and wonder; go on to express praise and thanksgiving to the Lord for His creation. Praising God for Himself and the wonders of the world He has created is an act of worship.
If your family is in an area by yourselves, it can be very meaningful to quote or read a few Bible verses (Psalm 19), sing a song ("How Great Thou Art"), and pray, praising and thanking the Lord for the beauty of the earth.
If you are not able to have a time of worship outside, you might quote Scripture, sing softly, and pray in a conversational manner as you walk along the trail or ride home in the car.
"I will bless the Lord at all times;
His praise shall continually be in my mouth."
(Psalms 34:1)
4. Seeing What God Is Like
Help your children see God's attributes in creation. (Read Psalm 104 and Psalm 139:13-16.) Some examples include:
• Power and Might - in thunderstorms and the pounding waves
• Faithfulness - in the consistent days, months, and seasons
• Love and Care - for the smallest bird
• Beauty - in scenery, flowers, sunsets, etc.
• Majesty - in the grandeur of mountains and canyons
• Infiniteness - in the expanse of the universe
• Orderliness - in migration and design
• Creativity - in the variety of nature
Quote of Note
"I love to think of nature as an unlimited broadcasting station through which God speaks to us every hour, if we will only tune in." – George Washington Carver
Resources
• Answers In Genesis, mega-website with many articles and resources.
• Creation Science Curricula from Answers in Genesis.
• Answers for Preschoolers Curriculum. Complete multi-subject curriculum for preschoolers affirms the truth of the Bible and uses Genesis as the basis.
• Nature Friend and Creation Illustrated, Christian nature magazines.
"The heavens are telling of the glory of God;
And their expanse is declaring
the work of His hands.
Day to day pours forth speech,
And night to night reveals knowledge."
(Psalms 19:1-2)
"For since the creation of the world
His [God's] invisible attributes,
His eternal power and divine nature,
have been clearly seen,
Being understood through what has been made,
so that they are without excuse."
(Romans 1:20)
God has revealed Himself in nature. We can build our children's faith when we point them to the Creator through the study of all the wonders He has made.
• Memorize and say verses about nature declaring the glory of God, such as the entire Psalm 19.
• While you are walking with your children out in nature, discuss spiritual matters.
"You shall teach them diligently to your sons
and shall talk of them when you sit in your house
and when you walk by the way
and when you lie down and when you rise up."
(Deuteronomy 6:7)
1. Start with Creation
Teach your children about creation directly from the Scriptures, starting in Genesis chapter 1.
2. Proceed to Appreciation
Teach your children to appreciate and wonder at God's creation as you drive, walk, view videos, or look at books. Notice its:
• Beauty
• Complexity
• Order
• Incredible dimensions, both large and small
3. Include Worship
Don't stop with appreciation and wonder; go on to express praise and thanksgiving to the Lord for His creation. Praising God for Himself and the wonders of the world He has created is an act of worship.
If your family is in an area by yourselves, it can be very meaningful to quote or read a few Bible verses (Psalm 19), sing a song ("How Great Thou Art"), and pray, praising and thanking the Lord for the beauty of the earth.
If you are not able to have a time of worship outside, you might quote Scripture, sing softly, and pray in a conversational manner as you walk along the trail or ride home in the car.
"I will bless the Lord at all times;
His praise shall continually be in my mouth."
(Psalms 34:1)
4. Seeing What God Is Like
Help your children see God's attributes in creation. (Read Psalm 104 and Psalm 139:13-16.) Some examples include:
• Power and Might - in thunderstorms and the pounding waves
• Faithfulness - in the consistent days, months, and seasons
• Love and Care - for the smallest bird
• Beauty - in scenery, flowers, sunsets, etc.
• Majesty - in the grandeur of mountains and canyons
• Infiniteness - in the expanse of the universe
• Orderliness - in migration and design
• Creativity - in the variety of nature
Quote of Note
"I love to think of nature as an unlimited broadcasting station through which God speaks to us every hour, if we will only tune in." – George Washington Carver
Resources
• Answers In Genesis, mega-website with many articles and resources.
• Creation Science Curricula from Answers in Genesis.
• Answers for Preschoolers Curriculum. Complete multi-subject curriculum for preschoolers affirms the truth of the Bible and uses Genesis as the basis.
• Nature Friend and Creation Illustrated, Christian nature magazines.
Thursday, October 1, 2009
Enjoying Autumn: Learning From Nature (Part 1)
Go on a Nature Walk
Walking out-of-doors with your children is a wonderful daily habit and an invigorating change of pace with many benefits.
Schedule a regular daily walk together in your neighborhood or once a week in a nearby area of nature. As you establish and maintain this habit, you will realize many benefits as well as experiencing pure enjoyment.
A half-hour walk every day is ideal for most people. Other alternatives are to walk at least three times a week, for a longer or shorter time whenever the weather is good enough.
Health Benefits
• Walking is an excellent form of exercise to develop healthy bodies. Try to walk a mile in 20 minutes. However, you will still realize a benefit if you need to push a stroller along with you at a slower rate.
For more information, read about benefits and guidelines for walking in "Walking for Exercise and Pleasure."
• Exercise reduces stress, and that can be a tremendous benefit to home educators and their families!
• Notice your children's posture and encourage them to stand and walk tall. You might need to have your child checked if he has an extreme stoop or looks lopsided. Read about Scoliosis.
• As the days get shorter, it is very beneficial to be in daylight and get some sun on your face. This helps vitamin D production, can prevent depression, and aids in sleep.
An Opportunity to Observe and Appreciate Nature
You can casually notice and comment on things in nature from time to time as you walk along, or you can plan a more formal nature walk.
Either way, it is important to teach your children, by word and example, to be aware of their surroundings and see the beauty of God's creation all around them.
Wherever you go, be sure you know and observe posted rules, common courtesy, and safety. Stay on the paths, no loud running around other people, no picking plants or removing wildlife, avoid poisonous plants or snakes, etc.
Keeping a Nature Notebook
A Nature Notebook gives your child a record of his discoveries as well as a journal of the places he has visited. It can help your child become more observant and extend your learning time after your walk. Plus, it's just plain fun!
Materials List
• Notebook. A spiral-bound notebook that opens flat with unlined, medium to heavyweight white pages.
• Pencils, Pens, Paints, etc. Good quality colored pencils or, for variety, watercolor paints or watercolor pencils.
• Flower Press Small types are available at craft stores or you can make your own by layering smooth, thick paper towels between pieces of corrugated cardboard and stacking heavy books on top.
• Clear Contact Paper Use to protect pressed flowers and leaves that have been glued on the pages. Wait for the glue to dry first.
What To Include
Your nature journal or notebook will be a record of your observations, using any or all of the following:
• Written record of item, date and place found or seen.
• Drawing of item in various media. This can be your original sketch or a drawing from a field guide.
• Photo or post card of item.
• Dried and pressed flowers or leaves (if collection is allowed by law or the property owner). It is best not to pick up feathers.
• A rubbing of tree bark or leaves.
• Added sentence or paragraph about the circumstances of found item.
• An appropriate quote or Bible verse.
Where To Go
• Within walking distance: around your own yard, neighborhood, or nearby park.
• Within driving distance: a nearby conservation area; garden; arboretum; county, state, or national forest or park; or the beach.
Check your library or the Internet to find parks and trails to explore.
Audubon Centers and Sanctuaries
National Forests
National Park Service
For State Parks in your state, do a Google advanced search with "state park" in the "exact wording" blank, and your state name in the "all these words" blank.
When To Go
• Take a day trip or half-day outing and picnic with Dad and/or another family.
• During your daily scheduled walk time.
• Try walking your regular route at different times during the day and observing any differences.
• At night (for a change). Take Dad or an older brother, follow safety precautions, and go quietly so as not to disturb your neighbors.
What To Take
Be prepared to observe nature and make your walk safe and comfortable by bringing:
• Your curiosity. On the way, talk about things you might see and raise questions about them.
• Snacks and water.
• First aid kit.
• Magnifying glass for a closer look at details. The large size is handier to use for small things like bugs.
• Binoculars for long-distance objects like birds.
• Camera to capture images of nature.
• Plastic jar with mesh lid for insects.
• Plastic bags to collect items such as small rocks, shells, leaves, pine cones, or sticks.
• Sketch book or small notebook for notes.
• Regular No. 2 pencil and/or good-quality colored pencils and a good eraser.
• Nature field guide(s) of trees, birds, insects, animals, plants, wildflowers, rocks, shells, etc. Look for those that specialize in species found in your state or region.
Walking out-of-doors with your children is a wonderful daily habit and an invigorating change of pace with many benefits.
Schedule a regular daily walk together in your neighborhood or once a week in a nearby area of nature. As you establish and maintain this habit, you will realize many benefits as well as experiencing pure enjoyment.
A half-hour walk every day is ideal for most people. Other alternatives are to walk at least three times a week, for a longer or shorter time whenever the weather is good enough.
Health Benefits
• Walking is an excellent form of exercise to develop healthy bodies. Try to walk a mile in 20 minutes. However, you will still realize a benefit if you need to push a stroller along with you at a slower rate.
For more information, read about benefits and guidelines for walking in "Walking for Exercise and Pleasure."
• Exercise reduces stress, and that can be a tremendous benefit to home educators and their families!
• Notice your children's posture and encourage them to stand and walk tall. You might need to have your child checked if he has an extreme stoop or looks lopsided. Read about Scoliosis.
• As the days get shorter, it is very beneficial to be in daylight and get some sun on your face. This helps vitamin D production, can prevent depression, and aids in sleep.
An Opportunity to Observe and Appreciate Nature
You can casually notice and comment on things in nature from time to time as you walk along, or you can plan a more formal nature walk.
Either way, it is important to teach your children, by word and example, to be aware of their surroundings and see the beauty of God's creation all around them.
Wherever you go, be sure you know and observe posted rules, common courtesy, and safety. Stay on the paths, no loud running around other people, no picking plants or removing wildlife, avoid poisonous plants or snakes, etc.
Keeping a Nature Notebook
A Nature Notebook gives your child a record of his discoveries as well as a journal of the places he has visited. It can help your child become more observant and extend your learning time after your walk. Plus, it's just plain fun!
Materials List
• Notebook. A spiral-bound notebook that opens flat with unlined, medium to heavyweight white pages.
• Pencils, Pens, Paints, etc. Good quality colored pencils or, for variety, watercolor paints or watercolor pencils.
• Flower Press Small types are available at craft stores or you can make your own by layering smooth, thick paper towels between pieces of corrugated cardboard and stacking heavy books on top.
• Clear Contact Paper Use to protect pressed flowers and leaves that have been glued on the pages. Wait for the glue to dry first.
What To Include
Your nature journal or notebook will be a record of your observations, using any or all of the following:
• Written record of item, date and place found or seen.
• Drawing of item in various media. This can be your original sketch or a drawing from a field guide.
• Photo or post card of item.
• Dried and pressed flowers or leaves (if collection is allowed by law or the property owner). It is best not to pick up feathers.
• A rubbing of tree bark or leaves.
• Added sentence or paragraph about the circumstances of found item.
• An appropriate quote or Bible verse.
Where To Go
• Within walking distance: around your own yard, neighborhood, or nearby park.
• Within driving distance: a nearby conservation area; garden; arboretum; county, state, or national forest or park; or the beach.
Check your library or the Internet to find parks and trails to explore.
Audubon Centers and Sanctuaries
National Forests
National Park Service
For State Parks in your state, do a Google advanced search with "state park" in the "exact wording" blank, and your state name in the "all these words" blank.
When To Go
• Take a day trip or half-day outing and picnic with Dad and/or another family.
• During your daily scheduled walk time.
• Try walking your regular route at different times during the day and observing any differences.
• At night (for a change). Take Dad or an older brother, follow safety precautions, and go quietly so as not to disturb your neighbors.
What To Take
Be prepared to observe nature and make your walk safe and comfortable by bringing:
• Your curiosity. On the way, talk about things you might see and raise questions about them.
• Snacks and water.
• First aid kit.
• Magnifying glass for a closer look at details. The large size is handier to use for small things like bugs.
• Binoculars for long-distance objects like birds.
• Camera to capture images of nature.
• Plastic jar with mesh lid for insects.
• Plastic bags to collect items such as small rocks, shells, leaves, pine cones, or sticks.
• Sketch book or small notebook for notes.
• Regular No. 2 pencil and/or good-quality colored pencils and a good eraser.
• Nature field guide(s) of trees, birds, insects, animals, plants, wildflowers, rocks, shells, etc. Look for those that specialize in species found in your state or region.
Wednesday, September 30, 2009
Activities for Preschoolers
Here is a link to keep some preschoolers busy while you're teaching your older children. Hope it helps!
Tuesday, September 29, 2009
Create a Chore Chart
Here is a link for making a chore chart for your children. Try it out...it's free!
Monday, September 28, 2009
Saturday, September 26, 2009
Friday, September 25, 2009
Thursday, September 24, 2009
Homeschool Science Academy
Here is a link for Science classes online. It is helpful if you are no science-oriented and want your children to learn more science.
Wednesday, September 23, 2009
MORAL ABSOLUTES VS. RADICAL RELATIVISM = CONFUSION
Just a little study you can teach your children. Hope it helps!
Blessings,
Esther
MORAL ABSOLUTES VS.
RADICAL RELATIVISM = CONFUSION
"A Christian worldview incorporates a unique understanding of man's nature which includes moral absolutes and distinct juris-dictions. It is impossible for postmodernism, with its radical relativistic starting point, to consider morality in absolute terms and ethics as part of a transcendent law or to provide a firm, unchanging basis for jurisdictional distinctions; it can only project policy based on pragmatism, opportunism, utility, and power."
Ferdon, Dr Gai M. A Republic If You Can Keep It. Chesapeake: Foundation
for American Christian Education, 2008, page 238.
Definition of 'Confusion' — n.
1. In a general sense, a mixture of several things promiscuously; hence, disorder
2. Tumult; want of order in society. The whole city was filled
with confusion. (Acts 19)
3. A blending or confounding; indistinct combination; opposed
to distinctness or perspicuity; as a confusion of ideas.
4. Abashment; shame. O Lord, let me never be put to confusion. (Psalm 71) We lie in shame and our confusion covereth us. (Jeremiah 3)
5. Astonishment; agitation; perturbation; distraction of mind.
6. Overthrow; defeat; ruin. The makers of idols shall go to confusion together. (Isaiah 45)
GOD IS NOT THE AUTHOR OF CONFUSION.
1 CORINTHIANS 14:3
Blessings,
Esther
MORAL ABSOLUTES VS.
RADICAL RELATIVISM = CONFUSION
"A Christian worldview incorporates a unique understanding of man's nature which includes moral absolutes and distinct juris-dictions. It is impossible for postmodernism, with its radical relativistic starting point, to consider morality in absolute terms and ethics as part of a transcendent law or to provide a firm, unchanging basis for jurisdictional distinctions; it can only project policy based on pragmatism, opportunism, utility, and power."
Ferdon, Dr Gai M. A Republic If You Can Keep It. Chesapeake: Foundation
for American Christian Education, 2008, page 238.
Definition of 'Confusion' — n.
1. In a general sense, a mixture of several things promiscuously; hence, disorder
2. Tumult; want of order in society. The whole city was filled
with confusion. (Acts 19)
3. A blending or confounding; indistinct combination; opposed
to distinctness or perspicuity; as a confusion of ideas.
4. Abashment; shame. O Lord, let me never be put to confusion. (Psalm 71) We lie in shame and our confusion covereth us. (Jeremiah 3)
5. Astonishment; agitation; perturbation; distraction of mind.
6. Overthrow; defeat; ruin. The makers of idols shall go to confusion together. (Isaiah 45)
GOD IS NOT THE AUTHOR OF CONFUSION.
1 CORINTHIANS 14:3
Tuesday, September 22, 2009
Organizing & Preparing Teaching Materials for Your Homeschool
Organizing and Preparing Teaching Materials for Your Homeschool
As you get familiar with your teaching materials, organize them so that you know where everything is. Here are some ideas that might help you with this task:
* Store materials for the upcoming school year grouped by student and by topic.
* Separate the materials that you will use from those used by your children.
* Make the materials that your kids will use easily accessible to them.
* When you organize the materials for a subject, keep any supplemental materials with the primary ones. Make sure that additional materials, such as special paper or tools, are also easily available when they will be needed.
* If the storage space in your classroom is limited, keep the materials you will need over the first couple of months in your active storage. Keep the other materials in your archive storage. As you move through the school year, you will need to shuffle materials so the materials you are using are readily available to you.
* Consider creating a catalog or listing of the materials you have. This is especially useful when you teach more than one child over a number of years. This list can help you keep your materials organized over a long period of time. Even after just a couple of years of homeschooling, you are likely to have quite a collection of materials and it can be hard to remember exactly what you have.
As you get familiar with your teaching materials, organize them so that you know where everything is. Here are some ideas that might help you with this task:
* Store materials for the upcoming school year grouped by student and by topic.
* Separate the materials that you will use from those used by your children.
* Make the materials that your kids will use easily accessible to them.
* When you organize the materials for a subject, keep any supplemental materials with the primary ones. Make sure that additional materials, such as special paper or tools, are also easily available when they will be needed.
* If the storage space in your classroom is limited, keep the materials you will need over the first couple of months in your active storage. Keep the other materials in your archive storage. As you move through the school year, you will need to shuffle materials so the materials you are using are readily available to you.
* Consider creating a catalog or listing of the materials you have. This is especially useful when you teach more than one child over a number of years. This list can help you keep your materials organized over a long period of time. Even after just a couple of years of homeschooling, you are likely to have quite a collection of materials and it can be hard to remember exactly what you have.
Developing a Curriculum for Homeschooling
Here is a link to help you put a curriculum together for your child.
Monday, September 21, 2009
The Disciples: Peter and John eChart
Here is a free eChart from Rose Publishing on the Disciples Peter and John. You can use it for your Bible class.
Blessings,
Esther
Blessings,
Esther
Saturday, September 19, 2009
Creation Resource Books and Reviews
Here is a book review link for some good creation resources. Hope it helps!
Friday, September 18, 2009
Learning Styles
Understanding the learning style of your child can provide a map to success and a key way to avoid frustration.
Have you noticed that what works for one child, does not necessarily work for another? Each child seems to have his or her particular blend of techniques for mastering educational subject matter.
Experts have identified three basic learning styles:
* Auditory learners remember by talking out loud, like to have things explained orally and may have trouble with written instructions. Auditory learners may talk to themselves when learning something new.
* Visual learners easily remember visual details and prefer to see what they are learning. They prefer to write down instructions and may have trouble following lectures.
* Kinesthetic or tactile learners prefer activities that allow them to do what they are learning about. Tactile learners like to touch things in order to learn about them and like to move around when talking or listening.
Have you noticed that what works for one child, does not necessarily work for another? Each child seems to have his or her particular blend of techniques for mastering educational subject matter.
Experts have identified three basic learning styles:
* Auditory learners remember by talking out loud, like to have things explained orally and may have trouble with written instructions. Auditory learners may talk to themselves when learning something new.
* Visual learners easily remember visual details and prefer to see what they are learning. They prefer to write down instructions and may have trouble following lectures.
* Kinesthetic or tactile learners prefer activities that allow them to do what they are learning about. Tactile learners like to touch things in order to learn about them and like to move around when talking or listening.
Wednesday, September 16, 2009
Tuesday, September 15, 2009
Apologia Elementary Science
Here's a link to the Apologia Elementary Science by Jeannie Fulbright. A new Anatomy, Physics and Chemistry are on the way! Great Science books!! They've worked beautifully for us.
Monday, September 14, 2009
Homeschooling Your Autistic Child
Here is another link which I hope is helpful. This page has lots of helpful information as well as other links with more information.
Autism Newsletter
Here is a free autism newsletter you can sign up for. It might be of help to some homeschooling moms out there with autistic children. I enrolled in honor of my nephew, who has autism.
Many Blessings!
Esther
Many Blessings!
Esther
School House Technologies
Here's a link (click on the title) where you can make word searches in seconds with a free word search creator. This can enhance your homeschool experience with exciting worksheets for your children!
Blessings to all!
Esther
Blessings to all!
Esther
Saturday, September 12, 2009
SOUTHEAST REGIONAL WORLDVIEW CONFERENCE
Featuring Gary DeMar—prolific author and President of The American Vision
SCHEDULE:
SATURDAY, SEPT. 26:
6:00 PM - Session #1: What is a Worldview and Why it Matters
7:15 PM - Session #2: America's Christian History: Fact or Fiction?
SUNDAY, SEPT. 27:
9:15 AM - 30 minute sermon: God and Government
10:45 AM - 30 minute sermon: God and Government
4:30 PM - 60 minute session: Myths, Lies, and Hald-Truths
6:00 PM - 40 minute session: Why the Future Matters
LOCATION:
http://www.westsidebaptist.org/
Westside Baptist Church
10000 W Newberry Road
Gainesville, FL 32606
INFO LINE: (352) 333-7700
SCHEDULE:
SATURDAY, SEPT. 26:
6:00 PM - Session #1: What is a Worldview and Why it Matters
7:15 PM - Session #2: America's Christian History: Fact or Fiction?
SUNDAY, SEPT. 27:
9:15 AM - 30 minute sermon: God and Government
10:45 AM - 30 minute sermon: God and Government
4:30 PM - 60 minute session: Myths, Lies, and Hald-Truths
6:00 PM - 40 minute session: Why the Future Matters
LOCATION:
http://www.westsidebaptist.org/
Westside Baptist Church
10000 W Newberry Road
Gainesville, FL 32606
INFO LINE: (352) 333-7700
Friday, September 11, 2009
Basic Christian Education
Here is a Bible Based Homeschool curriculum. Hope someone finds it helpful!
Blessings,
Esther
Blessings,
Esther
Thursday, September 10, 2009
Homasassa Springs
Florida State Parks are offering free entrance September 11-13 for Literacy Month. You need to have a Library card or a donation of an almost new library or family book (per person. Our church is planning to go to Homasassa Springs on Friday, Sept. 11. Hope to see you there!
Blessings,
Esther
Blessings,
Esther
Wednesday, September 9, 2009
Homeschool Tracker
Here is a Homeschool software that helps keep tract of your students, grades,...etc. You can download the BASIC EDITION for free and try it out. Hope this helps!
Blessings,
Esther
Blessings,
Esther
Courage
Definition of 'Courage' — n. [Fr. from cÅur, L. cor, the heart;] Bravery; intrepidity; that quality of mind which enables men to encounter danger and difficulties with firmness, or without fear or depression of spirits; valor; boldness; resolution.
"Be strong, and of good courage." (Deuteronomy 31)
"For God has not given us a spirit of fear, but of power and of love and of a sound mind."
Paul of Tarsus
"Be strong, and of good courage." (Deuteronomy 31)
"For God has not given us a spirit of fear, but of power and of love and of a sound mind."
Paul of Tarsus
Tell Me More Homeschool
Here is a Homeschool Language program which is very good. Check it out!
Blessings,
Esther
Blessings,
Esther
Tuesday, September 8, 2009
Florida Aquarium
Open house for Homeschool families is September 17, 2009 from 10 AM to 3 PM. Admission is $5 per person and $6 per car for parking in the Aquarium lot.
Fruits of the Spirit Study
Year-Long Study: Fruits of the Spirit
by Gayle Inge
We studied one of the nine fruits of the Spirit (Gal. 5:22-23) during each month of our nine-month school year last year.
We chose a different fruit (e.g., apple, banana) to represent each character quality. I drew a picture of the fruit on a piece of colored construction paper and glued on verses that I wanted us to memorize and emulate. Then I put the page in a plastic sheet protector.
We purchased plastic fruit at the local dollar store and a "Fruit of the Spirit" tape from Majesty Music (Patch the Pirate). I also found a "Fruit of the Spirit" song in Growing Songs for Children Book 1 (Child Evangelism).
We recited Galatians 5:22-23 every morning and worked on memorizing the verses for the fruit of the month. To aid in memorization and for added fun, we used songs or motions with the verses whenever possible. Throughout the day, if the monthly character quality was demonstrated or lacking, we discussed applying it to our lives.
At the end of the school year, we had a "Fruit of the Spirit" party and had all nine fruits for a meal with Dad. We recited all the verses in front of the video camera.
Love: Apple (John 3:16; I John 4:19; I John 4:7-8).
Joy: Strawberries (Phil. 4:4; Psalm 30:5b; Luke 15:7b).
Peace: Lemon (we can have peace even when life is sour) (Psalm 4:8; Isaiah 26:3; Philippians 4:7).
Longsuffering: Banana (I Thess. 5:14b).
Gentleness: Orange (II Timothy 2:24; Titus 3:2).
Goodness: Grapes (Heb. 13:16; Eph. 2:10).
Faith: Peach (Heb. 11:1; Deut. 7:9; Luke 16:10a).
Meekness: Watermelon (Gal. 6:1; I Peter 3:15; I Peter 3:4).
Temperance: Pear (James 1:19; Prov. 23:1).
Copyright 2002 The Teaching Home
You may make one copy of this article for your own use.
Permission is required for all other reprints.
E-mail Reprint Permission Request Form
by Gayle Inge
We studied one of the nine fruits of the Spirit (Gal. 5:22-23) during each month of our nine-month school year last year.
We chose a different fruit (e.g., apple, banana) to represent each character quality. I drew a picture of the fruit on a piece of colored construction paper and glued on verses that I wanted us to memorize and emulate. Then I put the page in a plastic sheet protector.
We purchased plastic fruit at the local dollar store and a "Fruit of the Spirit" tape from Majesty Music (Patch the Pirate). I also found a "Fruit of the Spirit" song in Growing Songs for Children Book 1 (Child Evangelism).
We recited Galatians 5:22-23 every morning and worked on memorizing the verses for the fruit of the month. To aid in memorization and for added fun, we used songs or motions with the verses whenever possible. Throughout the day, if the monthly character quality was demonstrated or lacking, we discussed applying it to our lives.
At the end of the school year, we had a "Fruit of the Spirit" party and had all nine fruits for a meal with Dad. We recited all the verses in front of the video camera.
Love: Apple (John 3:16; I John 4:19; I John 4:7-8).
Joy: Strawberries (Phil. 4:4; Psalm 30:5b; Luke 15:7b).
Peace: Lemon (we can have peace even when life is sour) (Psalm 4:8; Isaiah 26:3; Philippians 4:7).
Longsuffering: Banana (I Thess. 5:14b).
Gentleness: Orange (II Timothy 2:24; Titus 3:2).
Goodness: Grapes (Heb. 13:16; Eph. 2:10).
Faith: Peach (Heb. 11:1; Deut. 7:9; Luke 16:10a).
Meekness: Watermelon (Gal. 6:1; I Peter 3:15; I Peter 3:4).
Temperance: Pear (James 1:19; Prov. 23:1).
Copyright 2002 The Teaching Home
You may make one copy of this article for your own use.
Permission is required for all other reprints.
E-mail Reprint Permission Request Form
The Teaching Home
Monday, September 7, 2009
Music Curriculum
We're looking at developing a music curriculum geared towards homeschoolers' needs and non-musical mothers. Please send a comment if you are interested in participating with a questionnaire and I will email you a copy. This would greatly help us develop this curriculum!
Blessings,
Esther
Blessings,
Esther
Saturday, September 5, 2009
School Express
Just wanted to share this sight of free worksheet samples. Hope it helps some homeschooling families out there! Feel free to leave me a comment.
Happy Homeschooling!!
Happy Homeschooling!!
Friday, September 4, 2009
What Is the Ultimate Curriculum Test?
I received this email early today and thought I would share it...
What really "sticks to the ribs" of our children in the learning feast that school should be?
No matter how exciting our lessons, how well-planned or executed, no matter how innovative or hands-on, how scholarly or inspired—reality is that children remember best what they themselves "produce."
Both teachers and students appreciate colorful, well-designed curriculum with high interest and appropriate expectations.
However, the lesson that is teacher-produced has a short-term effect and very little staying value in the mind (let alone the heart) of the child.
On the other hand, the lesson that engages the student and requires his response achieves a longer-term effect. The degree to which the student is engaged determines the total impact on his life and heart.
The mark of Principle Approach® curriculum is that it causes the student to produce his own learning through the notebook method and "4-R’ing" the subject. The student handles the subject first hand:
• Defining the vocabulary
• Searching out the principles and leading ideas
• Identifying the subject on the Chain of Christianity®
• Relating the new understanding to a larger structure of truth—
a Biblical worldview.
All Christian education aims to form character and scholarship worthy of Christ.
Principle Approach curriculum places the burden of learning upon the student, challenging his reason, causing him to research and relate, and thus impacting his life through the formation of Christian character.
As a result, the Principle Approach student is able to articulate the subject out of his own thinking.
A recent visitor to one of our schools asked students who had just presented a series of orations and other presentations why they didn't appear nervous before a group of adults. The students replied nearly in unison, "Because we've been doing this since kindergarten!" Their quick response verified their experience in a Principle Approach curriculum that impacts character thus producing leaders.
The most obvious mark of the leader is the ability to speak confidently, even persuasively, and out of his own conviction before others.
This should be the ultimate curriculum test: resulting in a student who has the character and skill to fulfill the great commission—discipling the nations for Christ.
No matter how exciting our lessons, how well-planned or executed, no matter how innovative or hands-on, how scholarly or inspired—reality is that children remember best what they themselves "produce."
Both teachers and students appreciate colorful, well-designed curriculum with high interest and appropriate expectations.
However, the lesson that is teacher-produced has a short-term effect and very little staying value in the mind (let alone the heart) of the child.
On the other hand, the lesson that engages the student and requires his response achieves a longer-term effect. The degree to which the student is engaged determines the total impact on his life and heart.
The mark of Principle Approach® curriculum is that it causes the student to produce his own learning through the notebook method and "4-R’ing" the subject. The student handles the subject first hand:
• Defining the vocabulary
• Searching out the principles and leading ideas
• Identifying the subject on the Chain of Christianity®
• Relating the new understanding to a larger structure of truth—
a Biblical worldview.
All Christian education aims to form character and scholarship worthy of Christ.
Principle Approach curriculum places the burden of learning upon the student, challenging his reason, causing him to research and relate, and thus impacting his life through the formation of Christian character.
As a result, the Principle Approach student is able to articulate the subject out of his own thinking.
A recent visitor to one of our schools asked students who had just presented a series of orations and other presentations why they didn't appear nervous before a group of adults. The students replied nearly in unison, "Because we've been doing this since kindergarten!" Their quick response verified their experience in a Principle Approach curriculum that impacts character thus producing leaders.
The most obvious mark of the leader is the ability to speak confidently, even persuasively, and out of his own conviction before others.
This should be the ultimate curriculum test: resulting in a student who has the character and skill to fulfill the great commission—discipling the nations for Christ.
Thursday, September 3, 2009
Master Gardeners Vegetable Garden Class
Today, my daughter, Rebecah, and I attended a Vegetable Garden class at the public library. It was very educational and instructive. It made me realize that there are many good resources in our community that are free. For all the homeschoolers out there, check out your local library and inquire about programs or classes available in your area. Happy New School year to all!!
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