Spring Schedule

Our spring got off to a rocky start with an unplanned 2 1/2 week break due to illnesses. Our daily rhythm has not changed too much since winter but we have added a few things to our week.

We are still doing our schoolwork in the mornings starting around 9am.

We work through

MUS, primer
HWT- Kindergarten
our story of the week-chosen from amblesideonline Year 0 and Five in a row
100 EZ lessons
Speech work.

We have added to our weekly schedule-

1. Composer study done informally- This season Handel. I have a a CD that I play during the little kids morning indoor playtime.
2. Artist study done informally- This season Da Vinci. I have been using various Da Vinci works as the computer wallpaper and taking a good look at a particular work once a week usually Mondays.
3. History Co-op on Mondays- Sam started participating in a Story of the World co-op and loves it so we will do a Monday SOTW reading with this group. He really felt like a big kid in this group. I have to be honest and say that SOTW isn't a favorite but it an awesome group of families and the co-op is the resource that I'd be foolish not to participate in.
4. Started reading Burgess' Seashore Book. Doing 1 chapter a week usually on Tuesdays. When finish will start Burgess' Bird Book
5. Started reading Little House in the Big Woods. Doing 1 chapter a week spread over 2 days usually on Thursday and Friday. When finish will either read another free reading selection for AO year 1 or perhaps start a AO year 1 literature selection.
6. Participation in the Green Hour Challenge doing our planned activity on Friday afternoons.
7. Poetry- poem related to our nature study that I recite to the kids several times a day. I keep a copy on the fridge so I remember to do this! No one has memorized it yet but it keeps sounding better and better each time it is read.

Our Afternoons are spent -

Monday- History Co-op 1-2 hour. 1-2 hours outside time.
Tuesday- Speech Therapy alternating weeks and 2-4 hours outside time
Wed- the kids are at grandma's while I work
Thursday- exploring various parks in the area - 2-4 hours outside time
Friday- Planned nature study time- 2-4 hours outside time

Green Hour #7

We did not have a Green Hour we had a Green Week! We have inspected, dissected, poked, prodded, virtually every wildflower, tree, insect, and bird in our backyard. Big Sis' joined in much of the adventure and has been crowned "Butterfly Catcher Extraordinaire"! In an attempt to try to keep our focus on our trees we have started playing games with our trees. "Race you to the ( name , characteristic, etc)" is a favorite with Sam.




We've set up our tree identification book differently then Barb-Harmony Art Mom suggest in Green Hour Challenge #7. We have a 2 page spread with seasonal pictures of our trees on the left and pictures of the bark, leaves and any defining characteristics such as cones, nuts, or flowers on the right. This is our first entry and I forgot to take pictures of the needles of our Loblolly pine! I have also started a nature blog that will correspond to our identification books that we will be making.....mainly to help me organize our pictures before we put it all together. The little kids have been impressing their dad with their vocabulary when talking about their trees.
We decided to let the perimeter of our property get a bit wild to see what would grow...much to the liking of my oldest son who dislikes edging the yard. Already wildflowers are taking over and Charlotte is overjoyed with all the possibilities.

Green Hour #6

This particular basket was found on a beach in Spain by Dad when he was about 6 and has traveled with him throughout is life. It makes the perfect container for Sam's pinecone collection and a lovely centerpiece. I have been wondering what do with this basket for years and Barb-Harmony Art Mom's Green Hour Challenge #6 helped me find the solution. Thanks!

It has been a rough week. Sam recovered from his respiratory ailment and was his usual active self for a day before an intestinal ailment brought him down. His participation in our green hour challenge was minimal this week. He did join us outside and walk around the yard a bit to look at our trees but he was happiest swinging so that is what he did for the hour he was outside. All our plans for identification books, etc will need to wait until next week.

Charlotte made her first pine cone bird feeder. I planned on doing this to help get Sam out of the house because this has always been one of his favorite activities. He got really tickled watching his sister make such a mess. He gave her pointers and directions from his "supervisor's" seat on the swing. " Too much peanut butter." " Charlotte,stop eating it!"

The Blue Jay family loves Charlotte. She got as much bird seed on the ground as she did on the pinecone. They have been dining in that area of the yard since we left but have not allowed me to get a picture.

Sam did help her find the perfect place to hang her finished product. We will be able to see the birds from our dining room window.

My Language Arts History

I did not follow my Cm LA framework with the older kids because I did not have a complete understanding of CM when we started out. It has been through much trial and error that I arrived at a working plan. I've been trying to look at our homeschooling experience with the 80/20 principle in mind-what 20% created 80% of the results. My CM LA framework is what I have concluded to be that 20%. My older kids were my guinea pigs and my younger kids are going to benefit from their experiences...


I've already discussed reading here so I won't re-cover that area.


I honestly don't recall what we did during the first few years in regards to language arts. It seems strange to have completely forgotten those first few years and any records I had were lost in a flood about 8 years ago. I don't recall studying grammar or spelling using any type of program. I know we read, used a handwriting program and narrated.


When the kids were about 8 or so we spent a few years using Learning Language Arts Through Literature. I actually liked these books and I can't say that I won't use them for a few years with the younger kids. We did not do everything in them because it would have become tedious. We used the examples as copywork and dictations and I used the exercises for ideas for teaching grammar....meaning we didn't do every exercise or fill in every blank. We continued to narrate and I encourage them to write their narrations during this time.


Around 11 or so I felt that I really needed to "buckle down" with the writing and we tried and discarded a plethora of writing programs. Out of desperation we enrolled in a creative writing class at a local homeschool store. This is the point that the kids decided they were bad writers. Although they made good grades their hearts were not in the process and they became increasingly discouraged.

The years that I encouraged and expected written narrations and used dictations from great works were the years they progressed the most as writers. Ironically the more that I focused on a CM styled writing program the more creative the kids were in their writing during their free time. When writing poems and stories became something to do for fun and not an assignment they felt free to explore and write. Writing has 2 components.....how to write and having something to write about. Written narration eliminates the need to be creative and think of something to write about and the kids could focus on the "how" to write it down. Then they could use their creative energy to write during their free time and not have to worry about it fitting a formula or meeting the objectives of an assignment.

At the highschool age we did follow my suggestions on my CM LA framework and they have also participated in some outside literature classes....primarily for the social aspect of the class.

I did not use a spelling program with either child .....except the spelling ideas from LLATL. My oldest child is very natural speller and required little to no spelling instruction. My oldest daughter is not a natural speller and we attempted several popular spelling programs without any noticeable improvement in her spelling. Sequential Spelling was the program that had the biggest impact in her spelling and will be my first choice if spelling help is needed with the younger kids.

Grammar- we used the ideas from LLATL when we used that resource. When we were trying and discarding writing programs we were also trying and discarding grammar resources. I have found that studying grammar in a low key way in the context of good examples that are being used for copywork and dictation is the absolute best way to study grammar. If I find I cannot do this effectively without direction I will use LLATL as a resource followed by Simply Grammar.

At the highschool level we did work through Jenson's Grammar. The oldest son finished JG in about a year and my oldest dd in about 2 years. I had planned to work through Jenson's Punctuation but it was clear that it was going to be busy work for my son so we skipped it. I will decide if my dd would benefit from this resource in the next few months.

I expect that I will be reviewing this post often as the younger kids get older to remind myself of why I created My CM Language Arts Framework.

Green Hour #5

We've been sick and our nature walk time was the first time we've been outside all week. We walked around our yard and looked at our various trees comparing their bark. Sam settled in the hammock which gave him the best view for watching the blue jay family make their nest in on of our trees. He took a nap and woke up so refreshed! The fresh air was just what he needed.


While Sam slept and Charlotte played I read the sections in HONS regarding trees....it is quite a long section. There were nine poems that could be used for copywork or memorizing, a vocabulary list, and many ideas for projects. I have been inspired by reading all the other green hour experiences and really enjoyed Melissa-Sparrow Nest's bird poster. There is park close by that a variety of native trees that are labeled (makes it identification dummy proof!) and I want us to create our own tree identification booklet. We'll try to make it out there this week if we all continue on the mend and then visit seasonally when we finish our tree study.

So to enhance our tree study these next few weeks....

I picked a poem from HONS to work on memorizing and include in our nature notebook.

WOOD-GRAIN

This is the way that the sap-river ran
From the root to the top of the tree
Silent and dark,
Under the bark,
Working a wonderful plan
That the leaves never know,
And the branches that grow
On the brink of the tide never see.
-John B. Tabb


I made a list of the vocabulary on pg. 623 so that I include those terms while talking about our trees.

Our main project will be long term in the creation of our own tree identification book


We will date our trees as the leaves appear and study each particular tree in our backyard in detail as the leaves start to bloom.

A casual observation on 2/29/08

Same species of tree. The tree on the left received extra......hmmm...."water" from Sam during the winter and appears to have liked the special treatment.

Assignment #5

My CM Language Arts Framework

Ages 6-8

Reading Instruction- Complete 100 EZ lessons with further phonics instruction taught as needed to read. Goal to be independent reader by age 8-9 and able to read own school books. If needed use Pathway readers grade 1-3 for my kids that need a more controlled vocabulary during this working to fluency phase.

"It may be profitable for the little German child to work through all possibly dreary combinations of letters before he is permitted to have any joy in 'reading,' because wherever these combinations occur they will have the sounds the child has learned laboriously. The fact that English is anomalous as regards the connection between sign and sound, happily exonerates us from enforcing this dreary grind." Home education pg. 223

Oral Narrations- Daily and in all subject areas. Allow them to develop their fluency in narration during these years. Sequencing, main idea, details are all specific comprehension skills that are learned through narration. Foundation of Charlotte Mason method.

"Narrating is an art, like poetry-making or painting, because it is there, in every child's mind, waiting to be discovered, and is not the result of any process of disciplinary education. " Home Education pg. 231

Copy work- starting with about 10 min when 6 yo and working up to 20 min when 8yo. Use literary examples such as poems, passages from literature, memorable quotes, etc. They should write only as much as they can write perfectly. Start some informal grammar study to include

1. Capitalize sentences and proper nouns

2. End sentences with punctuation.

"Transcription should be an introduction to spelling. Children should be encouraged to look at the word, see a picture of it with their eyes shut, and then write from memory." Home Education pg. 239

Dictation- Start simple dictation around age 8.

"A child of eight or nine prepares a paragraph, older children a page, or two or three pages. The child prepares by himself, by looking at the word he is not sure of, and then seeing it with his eyes shut. Before he begins, the teacher asks what words he thinks will need his attention. He generally knows, but the teacher may point out any word likely to be a cause of stumbling. He lets his teacher know when he is ready." Home Education pg. 242-243

Ages 9-11

Reading- Reading most schoolbooks on their own. Narration to check comprehension.

"Writing, of course, comes of reading, and nobody can write well who does not read much." Vol. 6 pg. 234

Oral Narration- Continue in all subject areas.

"The simplest way of dealing with a paragraph or a chapter is to require the child to narrate its contents after a single attentive reading,––one reading, however slow, should be made a condition; for we are all too apt to make sure we shall have another opportunity of finding out 'what 'tis all about' "School Education pg. 180

Copy work- Continue with copy work with progressively longer passages. Instruction of grammar with copy work.

Grammar- Introduce parts of speech and basic types of sentences and a few punctuation and capitalization rules. Consider using Simply Grammar during this time if the informal study needs more focus.

"In Language, by twelve, they should have a fair knowledge of English grammar, and should have read some literature." School Education pg. 236

Dictation- Allow kids to really study each passage of dictation. Expect the kid's spelling to improve during these years through their dictation practice.

Written Narration- start with 1 per week and increase to 2-3 a week during this time. Written narration are for informational purposes and not for teaching grammar and spelling. Give the kids a couple of years to get proficient with written narration and then could possible edit and review one written narration per month of so if needed.

"Form II (A and B), (ages 9 to 12). Children in this Form have a wider range of reading, a more fertile field of thought, and more delightful subjects for composition. They write their little essays themselves, and as for the accuracy of their knowledge and justice of their expression, why, 'still the wonder grows.' " A Philosophy of Education pg. 193

Optional typing program if they have not learned to type by now.

Optional Sequential Spelling if spelling needs to improve at age 11-12.

Ages 12-13

Formal Grammar- Jenson's grammar worked as slow as necessary for them to grasp all concepts-may take several years to work through.

Oral Narrations- Continue doing daily oral narrations from all reading

Written Narrations- Introduce Format Writing during these years and encourage them use as resource when writing their narration. Review and edit 1 written narration per week. Encourage more frequent written narration working up to daily in a variety of subjects.

Dictation- continue using longer passages.

Optional copywork, spelling program, typing as needed.

Ages 14-18

Grammar- Refer to Elements of Style and reviewing and editing of own writing. Finish Jenson's Grammar if not done. Consider Jenson's Punctuation if needed.

Oral Narrations- Continue daily oral narrations some formal as in a speech or presentation. Find and use speech curriculum during these years or take outside speech class.

Written Narrations- Daily and in all subjects. Use Format writing to structure daily narrations.

"Forms V and VI. In these Forms some definite teaching in the art of composition is advisable, but not too much, lest the young scholars be saddled with a stilted style which may encumber them for life University tutor is the best that can be adopted; that is, a point or two might be taken up in a given composition and suggestions or corrections made with little talk. Having been brought up so far upon stylists the pupils are almost certain to have formed a good style; because they have been thrown into the society of many great minds, they will not make a servile copy of any one but will shape an individual style out of the wealth of material they possess; and because they have matter in abundance and of the best they will not write mere verbiage. ." A Philosophy of Education pg.194-195

Thoughts on Science

The CM Ideal

"that there is no part of a child's education more important than that he should lay, by his own observation, a wide basis of facts towards scientific knowledge in the future. He must live hours daily in the open air, and, as far as possible, in the country; must look and touch and listen; must be quick to note, consciously, every peculiarity of habit or structure, in beast, bird, or insect; the manner of growth and fructification of every plant. He must be accustomed to ask why––Why does the wind blow? Why does the river flow? Why is a leaf-bud sticky? And do not hurry to answer his questions for him; let him think his difficulties out so far as his small experience will carry him. Above all, when you come to the rescue, let it not be in the 'cut and dried' formula of some miserable little text-book; let him have all the insight available and you will find that on many scientific questions the child may be brought at once to the level of modern thought. " Home Education pg. 265-266

How I put the CM Ideal in Practice

I'm a big fan of science . Love, love, love it. What has worked best for me in the past with science instruction is nature study, a bit of planned literature and lots of free exploration. I keep a list of science topics that we have covered and make yearly or quarterly decisions based on topics that we still need to explore. I will pick a few books from my list and spread them out in a quarter, a year, or longer depending on the needs of my family at any given time. I try to remain flexible because my kid's interest and free reading cover many science topics quite naturally without a lot of input from me. Science kits and visual books that are available from Usborne and DK are given as presents and the kids spend hours perusing them. Science experiments are just plain fun and my kids never considered them to be schoolwork. With the older kids I switched to a textbook science course(Apologia's General Science) the year before I thought they would be ready to start Pre-Algebra-usually around age 12- so that they were starting Biology and Algebra at the same time.

A Science Book list

When referring to a favorite science text, Charlotte Mason states, "But the amazing skill of the author is shown in the fact that there is nothing scrappy and nothing hurried in the treatment of any topic, but each falls naturally and easily under the head of some principle which it elucidates. Many simple experiments are included, which the author insists shall be performed by the children themselves." Home Education pg. 267

My job is to find these types of texts.

My incomplete list of science books by age level. Some are family favorites, some are classics and some may never be read by this family. I'm sure I'm missing a few good books and this is a living list which may grow throughout the years as I find new authors and new titles.

Ages 6-9

Among the ….. People by Clara Dillingham Pierson
The Burgess Bird Book for Children by Thornton Burgess
The Burgess Animal Book for Children by Thornton Burgess

The Burgess Seashore Book for Children by Thornton Burgess
The Stories Mother Nature Told Her Children by Jane Andrews
Parables from Nature by Margaret S. Gatty
James Herriot's Treasury for Children by James Herriot
Various books from Usborne/ DK
Various science kits

Ages 9-12+
Secrets of the Woods by William J. Long
A Little Brother to the Bear by William J. Long
Great Inventors and Their Inventions by Frank P. Bachman
The Story of Inventions by Michael J. McHugh and Frank P. Bachman
School of the Woods by William J. Long
The Story Book of Science by Jean Henri Fabre
Madam How and Lady Why by Charles Kingsley
Wild Animals I Have Known by Ernest Thompson Seton
The Fairy-Land of Science by Arabella Buckley
It Couldn't Just Happen by Lawrence Richards
The Sea Around Us by Rachael Carson
The New Way Things Work by David Macaulay
Archimedes and the Door of Science by Jeanne Bendick
The Story of Thomas Alva Edison by Margaret Cousins
Albert Einstein Young Thinker by Marie Hammontree
Marie Curie’s Search for Radium by Beverly Birch and Christian Birminham
Ben Franklin of Old Philadelphia by Margaret Cousins
Pasteur’s Fight Against Microbes by Beverly Birch
Blood & Guts: A Working Guide to Your Own Insides by Linda Allison
The History of Medicine by John Hudson Tiner

other books by above authors
Other scientist biographies as available
Various books from Usborne/ DK
Various science kits as available.