February 2, 2010 by KellyH.

Chapter 11 of Volume 1 is one of the dreaded “White Pages” chapters. Why do these chapters strike fear into the hearts of Weaving moms? Two reasons:

1) It takes thought on the part of the mom/teacher to decide what to teach since there are usually so many options.

2) It takes discernment on the part of the mom/teacher to decide what to teach because not all of these chapters are broken down by age.

I believe Chapter 11 is the first White Pages chapter in Volume 1, and it’s followed by 5 more chapters, with only one of them NOT a White Pages chapter. That’s right, of the last 6 chapters, 5 are White Pages. But, take heart! As is noted in the intro to Chapter 11, the idea is not to make more work for you, but to lighten your load. Here’s what the author had to say:

As you review the materials that have been studied in the first ten chapters of The Weaver, you will realize that we have covered some very complex subjects. Chances are it has taken a toll on you. If it has, and your desk has a few file folders of left-overs, now is the time to catch up. Review any materials you do not feel your child has adequately grasped or finish items you planned to complete but have not had the time to do so.

This chapter contains six Bible lessons, as it is important that a continual study be made of the Bible to obtain the goal of hiding the Word of God in our children’s hearts. Character Sketches are continued in this chapter. There are no lesson plans for the academic level with it in mind that you will welcome a break and rest your mind as well as the minds of your students.

If, however, you are rested and wish to continue a detailed study with your children, the following are suggested areas of study. You may use the encyclopedia or juvenile section of the Library to help you with this.

She then lists 11 areas of study, mostly historical events that involved treaties or pacts. Since I could only find 4 of the 11 items in our encyclopedia set, I chose a slightly different route for this two week period: I pulled volume 4 of The Story of the World off the shelf and found the section that covers covers 5 or more of the suggested areas of study. We’re reading a chapter a day, starting at chapter 20 and continuing until chapter 29.

I know it’s awkward to start a book in the middle, but I have been curious about these books ever since I bought them and wanted to know how engaging they were for a read-aloud. They’re quite well written, and my children sit quietly while I read, with minimal–if any–fidgeting.  I give these books a hearty endorsement as resources/supplements for Weaver history. I’m learning a great deal myself, and finally starting to understand a bit more about our history, and the history of the world!

So, the next time you find yourself in a “White Pages” chapter, take heart! It’s a chance for you to relax a bit, and get creative with your teaching. You will not ruin your child if you take a couple weeks off from research papers. I promise.

Posted in History/Geography, Volume 1 | Print | No Comments »

January 12, 2010 by KellyH.

As we moved into the second half of Chapter 10 (Vol 1) today, we focused on moons. Using the list of questions/facts from the 6th grade science objective #3, I started Googling phrases. First, I found this site:

The Lunar Clock at TheSwordbearer.org

This site taught us how to “read” the moon and then, based on its location in the sky, tell the time. Based on what we learned, the clock in the main graphic has the wrong time if we’re reading the moon correctly.

The other site I found quite interesting is:

The Moons of All the Planets

I didn’t realize that Shakespeare had such an influence on the naming of the moons of Uranus!

We also found a site that tells you how much you would weigh on the moon. Just plug-in your earthly weight and click the button:

The Moon’s Gravity at MoonConnection.com

I would love to hear about your “great finds” online and in books! Feel free to leave a comment here, on Facebook, or on the email list.

Posted in Volume 1, Science | Print | No Comments »

January 8, 2010 by KellyH.

Chapter 10 (Volume 1) has us studying the stars. In Bible lesson 4 we talked about how stars differ, and it was suggested that we study constellations. I pulled out my Handbook of Nature Study, by Anna Botsford Comstock. Part IV covers “Earth and Sky.” I highly recommend this book for anyone with children. It’s good reading, even for adults!

After studying the charts of constellations in the Handbook of Nature Study, I assigned the following for Creative Writing: “Create a constellation. Plot it, name it & sketch it.”

Of course, my daughter created an animal constellation–a bunny. Her older brother offered to work with her, and created a stick constellation that is actually attached to the bunny constellation (gotta give them credit for teamwork, at least). These two constellations were completely made-up, and not based on any existing stars.

My younger son decided that he was going to “find” something within the existing stars. After studying the charts a little longer, he created an acorn located between Pegasus and Cygnus.

I’ve always loved star-gazing, and it’s something my children have grown up doing as well. Once the weather gets a little warmer, we’ll be turning our eyes heavenward at night once again, looking for some of the new constellations we learned about this week, as well as finding new ones… like an acorn… or a bunny, holding a stick.

Posted in Creative Writing, Science, Bible | Print | No Comments »

September 8, 2009 by KellyH.

Successful Homeschooling is having its second annual Homeschool Reviews Contest! From September 7th through September 25th, 2009, you can win prizes of up to $150 in value by telling others about your favorite products. For more details, visit Successful Homeschooling.

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September 4, 2009 by KellyH.

We’re working through Volume 1 once again. We picked up where we left off last, in Chapter 3, and we’ve just completed our second week of school this year. It’s been the perfect place to begin the year: studying about communication and prayer. We’re doing Bible lessons on M-W-F, and since this past Wednesday was my birthday, we took the day off and doubled-up our Bible today.

One particular sentence in Lesson 5 really jumped at me: Just as the Dead Sea has only one inlet and no outlets, and is as its name suggests, so our lives will be if we only take the Word in, and fail to send it out again.  Of course, one of our Bible readings was Matthew 28:19-20, where Jesus tells his disciples to go and spread His teaching. I’ve read this verse many times, and emphasize it to my children. But, unfortunately, I don’t practice it.

What do I practice? Watering. I’ve always believed I was a waterer, like Apollos (see 1 Corinthians 3:5-7). I don’t work outside of the home (except when I take the children somewhere, like the grocery store). The majority (probably 90%) of the people I interact with are saved already. I don’t need to evangelize and plant seeds because they’ve already sprouted. My job is to water them, encourage them, help them grow closer to God. It’s something I enjoy doing, and I believe I’m good at it. I’m not good at planting seeds. But, I know it is something that Jesus expects me to do.

I’ve been praying about writing for a particular website– it’s predominantly secular with a large New Age population, but there are a few Christians there.  It claims to be the 2nd largest women’s site online. But, I’m hesitant because it’s not predominantly Christian. I know we’re supposed to be  a Light in this dark world. I know I can’t plant seeds if I don’t till new ground.

This morning, during my quiet time, I read Matthew 26:1-16. The heart of the woman who poured perfume on Jesus’ head was focused on Him. She loved Him so much, she didn’t care that she could have made money from selling the perfume. Judas, on the other hand, only thought of the money he could make. Do we love Jesus as much as this woman did? Search my heart, O Lord. Why do I not seek out others to share You with?

Does anyone else see the connection here?!

We need to take in God’s Word, and then send it out to others. Not because we’ll get a pat on the back or payment or anything, but because we love Jesus! I am not gifted in evangelizing, but I can still share the love of God with others–even unbelievers. God will protect and provide for us if we follow His commandments. If we use our gifts to do His will, He will be right there to guide us and bless us.

Have you asked God to show you His Truths today? Take in His Word… and then GO!

Posted in Encouragement, Volume 1, Bible | Print | No Comments »

August 10, 2009 by KellyH.

One thing I’ve come to rely on, quite heavily, has become a great tool for staying organized: Post-it(R) Notes. I picked up a huge package of these colored beauties at Sam’s Club about 6 months ago–just the small ones (1.5″ X 2″).

I keep a pad on my computer desk, right above my slide-out keyboard. As I play Scrabble(R) over at Facebook, I make notes about possible moves and the points they are worth. When a Note gets filled, I simply throw it away. When I think of something I need to do, like write a Thank-You note, I jot it down. Sometimes I’ll have three things to-do on one note–as I do them I cross them off, and after the last one, I toss the Note.

I use them for bookmarks in my journals, my writing spirals, my Weaver Volumes, and even the hymnal. The bright colors make them easy to see, and they have just the right amount of stickiness to keep them in place.

Small, but indispesible. I love them!

Posted in Teaching Tips | Print | No Comments »

July 22, 2009 by KellyH.

Oh, how I miss those days of teaching! My youngest is going to be 9 next month… 4th grade in September. He still loves to do the hands-on stuff, but it’s just not the same. With toddlers and preschoolers, everything is new, everything is “wow!” and every lesson takes lots of body movement to complete. As they age, the movements get refined until it is just their hands moving a pen across the paper, or clicking the mouse button on the computer.

Planning for the earliest years was quite easy– anything that took us outside was a successful day of schooling!

When my oldest was in 1st grade, his brother was in K4. They were both thrilled to do science because it usually meant going outside. When I was teaching grades 5 & 3, I added in another boy in K. It was nice that the older boys could work more independently, but at the same time they still loved being involved in the hands-on stuff the best.

Eventually I added a girl to the group, giving me students in K, 3, 6 & 8. While the two oldest would work independently, the 3rd grade boy loved to be involved in the lessons for his sister in K. My last boy began K when his sister was in 2nd, putting the older boys in 5th, 8th & 10th.

What was my #1 favorite way to integrate the K child into our studies? Using coloring pages. Even the older children enjoyed listening and discussing things while they kept their hands busy!

Posted in Teaching Tips | Print | No Comments »

July 13, 2009 by KellyH.

There’s a great deal of discussion among homeschooling families at this time of year about filling in the “gaps” left by a curriculum–or if a curriculum will leave gaps in a child’s education. With that in mind, I’d like to address three things about educational gaps: what they are, how they can be filled and how they can be avoided.

What is a Gap?

First we need to address what a gap is–after all, you can’t fix something if you don’t know it’s broke.

Some parents feel a gap happens when their child doesn’t know something that another (younger or older) child knows. Some parents base their “gap knowledge” on the Scope & Sequence of the public school system, and yet others use the Scope & Sequence of the curriculum they are thinking of switching to next year. The basic flaw in each of these thoughts is “comparison.”

If you are comparing your child to a friend’s child, you’ll find gaps. Perhaps your friend raised tadpoles/frogs and you didn’t. Your friend’s child will understand the life cycle of the frog in great detail, while your child may not be able to remember the word metamorphosis. But, there will be things your child knows, like the names of all the cloud formations, which your friend’s child won’t have a clue about. Not every fourth grade child knows their state’s history. Just because someone else taught something in sixth grade doesn’t mean you have to… you can teach it in fifth, or even in third if you want!

If you’re comparing curricula you’ll find many don’t match up, which leaves perceived gaps in the education of the child being taught. Why don’t they match up? Because everyone thinks their Scope & Sequence is best. Most are based on years of research and study by the author(s) of the curriculum. The curriculum is then written to be used from K through 12th grade, with no interruptions. If used this way, there will be no gaps, because everything in the Scope & Sequence will be introduced, taught, and reviewed eventually.

If you are following the Scope & Sequence of a specific publisher, you should be using their curriculum, too. After all, there is no better way to meet all of the objectives than to use the same curriculum. What? You don’t want to use their curriculum? Then why follow their Scope & Sequence? There is a better way!

So, what is a gap? It is a perceived lack of knowledge in a particular subject, or multiple subjects. The question must then be asked, “Does my child really have gaps, or will I be teaching that material at a later date?” To what, or whom, are you comparing your child?

How Can a Gap Be Filled?

Let’s say you feel there is a gap. How can you fill it? This will take work on your part. First, you must decide where your child is lacking. You have to decide what your child should know at this point in his or her life. You’ll also want to decide on basic milestones for the rest of their schooling. When do you want your child to learn about the 50 States, or the Civil War? In what grade should they know the water cycle, erosion, or land formations? When should your child be able to write a research paper? When will you teach exponents?

One way to figure all of this out is to obtain a variety of Scope & Sequences. Lay them out, side-by-side, and see how they compare. Use some sheets of loose-leaf paper (one for each year your child has left in school) to write down major topics you wish to study each year, or goals/objectives you wish to meet. You may decide to follow one of the Scope & Sequences, or you may put them all away and go with your own ideas.  Whatever you decide to do, get it written down. By having each year on a separate sheet of paper, you can spread them out and get a good visual of what you want to teach. You’ll also be able to see if you’re missing anything.

Congratulations! You’ve just written your own personalized Scope & Sequence!

Now look through the curriculum you’ll be using next year. Does it meet your needs? Will you be teaching what you want your child to learn next year? If you feel something is missing, check the Scope & Sequence of the curriculum. Was that topic taught last year, before you started using the curriculum? Will it be taught next year?

You may wish to adjust your personalized Scope & Sequence to allow for flexibility in teaching, specifically if certain subjects will be taught the following year. Or, you may wish to have your child do a short study on the topics you feel he or she should know already, to get them caught up with the curriculum. Either way, don’t stress! Curriculum is a tool, to be used as you see fit. It’s not set in stone–if it were, you wouldn’t be changing curricula.

How Can a Gap Be Avoided?

This will also take work on your part, but the good news is that most of that work is already finished! If you’ve created a personalized Scope & Sequence, as mentioned above, all you need to do is refer to it throughout the year to be sure all the objectives are being met. If you are following a Scope & Sequence from a specific company, you can refer to that throughout the year as well.

What if your curriculum just isn’t working for your family? What if your kinesthetic learner is struggling to get through a textbook? What if your child can’t seem to sit still long enough to fill in all of the blanks? What if you don’t like the world view of your current curriculum? Then, obviously, you’ll be switching–and you’re bound to notice gaps, either in what you’ve been using or in what you’re about to use. Don’t worry! Take out your personalized Scope & Sequence and make adjustments to the curriculum or to your teaching timetable.

The best way to avoid gaps is to be in complete control. Isn’t that why you’re homeschooling–to control your child’s education?  Chances are good your child does not have gaps. You just haven’t gotten to that objective yet.

Posted in Encouragement, Frequently Asked Questions, Teaching Tips | Print | No Comments »

July 13, 2009 by KellyH.

Check out the review I just posted about a neat Ancient History resource from Figures in Motion:

Famous Figures of Ancient Times

Posted in Resources, History/Geography | Print | No Comments »

June 20, 2009 by KellyH.

Often when someone writes in with a question about Weaver, they’ve already asked about it somewhere else (another blog, another forum, etc). Many of the people who answer them have never used Weaver, or don’t care for the unit study method of educating their children.

I spent this past school year using Alpha Omega LIFEPACs with my children, instead of Weaver, and I’ve used the SOS computer programs in the past as well. Do I think unit studies take more time? Not really.

Picture these two scenarios:

1) You sit down with your Day by Day and Volume and spend 2-4 hours planning out two weeks of studies for one unit. During the two weeks you teach this unit, you spend 15 minutes each morning going over what you’ll teach to refresh your memory. After you’re finished teaching each day, you put your books away and go about your other tasks, interacting with your children and discussing things that relate to your studies. Based on the things you discuss, you know whether or not they are understanding what you’ve been teaching.

2) Each day for about three weeks you place a LIFEPAC in front of your child and they work through the required 3-5 pages in order to finish the booklet in the allotted time. At the end of each day, you take time to correct what they worked on that day. Depending on the number of kids you are teaching, that can be anywhere from 5 booklets (for one child) to 20+ booklets (for four or more children). Since you are the teacher, you must judge whether or not your child understood the question and answered properly. (Your child usually isn’t nearby for you to question further.) If you have more than one child, this process can take 2-4 hours! And, if you feel your child isn’t understanding the question, you will probably require he or she re-read the section and re-answer the questions–either than night or the next day, before they can continue on in his or her booklet.

The question I must now pose to you, reader is this: Do you want to spend more time before the lesson or after the lesson? Do you want to know what you’re teaching, and teach it to everyone at once, and have family discussion about it? Or, do you want to try to keep track of who is studying what and reteach what they don’t understand the next day? Two to four hours every other Sunday afternoon, or an hour every evening?

Hmmm… you do the math.

Posted in Encouragement, Frequently Asked Questions, Teaching Tips | Print | No Comments »