On Monday night Beth had the opportunity of presenting a workshop on mini-books and lapbooks, types of graphic organizers, to our homeschooling support group.  We were pleased to have such a good turnout and spent a delightful evening with old and new friends.  It was especially enjoyable to see some ‘textbook’ moms learn that hands on projects such as mini-books and lapbooks were not only fun, but also educational!

What is a Graphic Organizer?

For the benefit of those of you who were not present, a graphic organizer is any tool that allows your student to organize his thoughts and record what he’s learned in a visual way.  Examples of common graphic organizers include:

• Charts and Graphs
• Venn Diagrams
• Scrapbooks, Lapbooks and Mini-books
• Library Pockets and Envelopes

We made two different types of mini-books at our workshop – an accordion book and a layered-look book, and we showed  examples of mini-books and lapbooks that had been made by our children as well as some we had made in teaching a Reluctant Writers class a few years ago.

For example, here is a very simple mini-book that can be made by an elementary aged student:

Directions:

1.  Using one single piece of 8 1/2 x 11 inch colored paper, hold the base piece of paper vertically, then fold it in half lengthwise.

2. Out of contrasting paper colors, construct a simple flower clearly showing the petals, leaves, stem and roots, as shown in the picture on the far left.

3. After gluing the flower to the top half of the folded paper, cut through the flower and the top half of the paper, to the fold.  Make three cuts so that the flower, leaves, stem and roots each have their own section.

4. On the inside of the flaps, label each section, as shown.

5.  Write a short description of each flower ‘part’ opposite each label.

What is a Lapbook?

A lapbook is a innovative, visual, creative, kinesthetic, way to organize information.  Examples abound of lapbooks online (and see our resource list at the bottom of this post), but on the right is an example of one my son made a while back about space.  The base is simply made from two file folders glued together.

Directions for making the lapbook:

1.  Take two file folders, laying vertically open on the table in front of you.

2.  One at a time, take the outside edges of each file folder and fold them in towards the center fold.  Crease well, then let them open.

3. Glue together the sides of each folder that are next to each other.  Voila!  That is all there is to it – you can make lapbooks bigger by gluing on more folders or attaching additional flaps inside.

At the left is a photo of the inside of the lapbook.  There is space for vocabulary, illustrations, charts, book reports, clip art and anything else your study included.  The multicolored mini-book is a favorite of ours, the layered-look book.  It allows students to do a fair amount of writing, depending upon the number of pages it contains, but is much less intimidating than that dreaded big, blank sheet of paper because it is divided into many different sections.

Lapbooks are not only fun to make but:

• they are kinesthetic and visual, maximizing other learning modes
• they beg to be shown to others, giving students an automatic and painless review of the material contained in their lapbook, every time they show it to someone else
• they can be used for studying almost any subject and easily may integrate several subjects, maximizing learning
• they are great at enticing reluctant writers because they are divided into many smaller sections
• they can also be used as an assessment tool, especially when assigned with an accompanying rubric outlining what is to be included in the lapbook
• they can be used for all ages, kindergarten through high school

As with all graphic organizers, anytime your elementary student is organizing information, he is building a foundation for learning more advanced writing skills as well as for learning how to take notes.

At every grade level and in every type of curriculum we have,  Epi Kardia curricula uses mini-books, lapbooks and graphic organizers!

Online Resources for Mini- and Lapbooks

Here is a resource list for mini- and lapbook resources including instructions, ideas and even free lapbooks:

• This site has every type of mini book imaginable as well as  free templates!

• This site has guided reading materials and  MANY mini book ideas and resources for elementary ages.

• This is one of our favorite original sites with great instruction and ideas. Check out the blog for this site as well.

• This has an array of lapbook information for all ages. In fact, at The Homeschol Lounge (highly recommended!) you can join a group of homeschooling moms who share lapbook ideas and resources.

And for those of you who want to incorporate notebooking and scrapbooking into your homeschooling (or you like to scrapbook yourself):

• These are resources and other links for educational scrapbooking.

• This is a free software download (full version) to begin digital scrapbooking immediately.

If you read our last post, Six Steps to Start Second Semester, mini- and lapbooks might be just the thing to add some pizazz to your homeschooling this semester.  Even if you use a traditional curriculum, please give your students a chance to do some thing hands on, colorful and creative!  Enjoy!

In His Service,

P.S. If you have a reluctant writer or two at your house, in addition to trying mini-books, you might find our reluctant writer series helpful.  See Reluctant Writers – Part 1 The Early Years, Reluctant Writers – Part 2 The Middle Years and Reluctant Writers – Part 3 High School and Beyond.

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P.S.  For Thanksgiving Activity ideas, check Beth’s blog post!

Active Ideas with Gourds!

One of the most positive ways we can celebrate Thanksgiving involves expressing our own thankfulness for all the ways that God blesses us!

1. Turkeys of Encouragement – this idea works best if you start at least a week before Thanksgiving to give everyone time to think. Make a turkey, minus the feathers, for each member of your family. Put the person’s name on the turkey body along with a favorite Bible verse. Hang the turkeys on a wall or door that is easily accessible for every family member. Cut out enough colorful feathers out of colored or construction paper to attach to each turkey. Place the feathers near the wall or door in an envelope (6×9 envelopes work well) along with a pencil or pen. Everyone, even visitors, can write reasons they’re thankful for that particular person on the feathers and then attach the feathers on the turkeys. Examples could be: I am thankful you read with me, I am thankful that you work so hard for our family, or Thank you for being obedient for mommy and daddy. You can overlap feathers, if necessary. On Thanksgiving, each person can take down their turkey and read the comments.

Many thanks to Jamie Sue Austin at freeprintablefun.org for the following turkey and feathers pattern. Right click on the image and copy into a document to print. You can use one of the feathers for a pattern to cut out colored feathers or print several sheets on different colors of paper.

2. Make it a Year of Giving – giving back to others when we have so much shouldn’t be limited to Thanksgiving and other holidays. Thanksgiving offers a wonderful time to brainstorm various ways your family can give to others in need throughout the year. Begin by brainstorming, with your children, ideas for serving other people. Be sure to allow your children to submit their ideas so they buy into the plan. You can help them focus by thinking of those who serve us or are in need. For example, sending care packages to soldiers, visiting nursing homes, supporting specific charities, inviting someone who doesn’t have a family to dinner, volunteering at an animal shelter or a hospital, collect donations to take to Goodwill, have a garage sale and donate the money to your church or a favorite charity, etc. Try to come up with enough ideas to do something once a month or so. Then take out a calendar and work with your children to schedule a way of giving each month. It’s best to schedule high exposure opportunities, such as visiting a nursing home or sending a care package to a soldier, for non-holiday months because so many people contribute during holidays and other times of the year are neglected. By your next Thanksgiving, you can delight in remembering the ways your family gave to others, being as Christ to them!

3. Cornucopia to share – sometimes children feel small or less than useful because they don’t realize all of the ways they can be helpful! Use a basket or a cornucopia and fill it with tried corn, small gourds, etc. Help your child brainstorm ways that he or she can helpful to others: praying for someone, specific cleaning ideas, sending a card, reading to a sibling, helping out a neighbor, etc. Write each of these ideas on a small pumpkin shaped (or other fall shape) piece of paper, then hole punch and tie each, using colorful fall ribbon, to one of the items in the cornucopia. Have your child select one each day to do throughout the holiday season. You can also reverse the activity by having your child select one to do and then tying it to an item in the cornucopia once it’s completed. For some children, this works better as an incentive to attach an idea to every item!

Educational

Incorporating Thanksgiving into school can add fun to the usual routine.

1. Vocabulary cup – using the pattern on page 56 in The Big Book of Books and Activities: An Illustrated Guide for Teacher, Parents, and Anyone Who Works With Kids!,  have your child fold the cup.  Have your child brainstorm Thanksgiving words that come to mind (thankful, Pilgrims, turkey, etc) and have your child write each word on a corn, leaf, turkey or other seasonal cut out. If you don’t want your child to cut out the shapes, you can find them pre-cut in school supply stores. Older children can draw the words out of the cups to write sentences and/or paragraphs.
2. Startwrite worksheets – if you recall my review of the Startwrite software, holidays are an excellent time to use them to your advantage. In the example below, the student wrote words and phrases of things for which he is thankful using the acrostic for THANKS. You can add clipart from the software or have your child illustrate the white space at the bottom of the page. This can be a writing assignment to assess the written work or you can use it as a handwriting assignment or copy work by supplying a Bible verse or a Thanksgiving poem for older children, such as the one below, Ballad of the Mayflower. Another idea to consider is using this time to have your children write “thankful for you” notes to people explaining why they’re thankful for them. You can use this time to teach the friendly letter format and use this software to create a template for your children to follow. It’s a great opportunity to teach your children to write a note even when they haven’t received a gift!

By Linda G. Paulsen

There was a ship, Mayflower by name; Hey, Ho~
Took a trip, she crossed the main; Hey, Ho~
Full of people seeking peace,
Praying for freedom to increase;
Hey, Ho, Dee-o, Dee-o! The Pilgrims came to Plymouth Rock; Hey, Ho~
Simple people, strudy stock; Hey, Ho~
To be free they crossed the sea,
Thanked the Lord on bended knee; Hey, Ho, Dee-o, Dee-o!
How when the crops were gathered in; Hey, Ho~
A dinner party did begin; Hey, Ho~
Pilgrims, Indians, pumpkin pie, Turkey, venison, corn, oh my!
Hey, Ho, Dee-o, Dee-o! Bet you thought my song was done; Hey, Ho~
But I’ve really just begun; Hey, Ho~
Ever since that autumn day,
Thanksgiving has been here to stay, Hey, Ho, Dee-o, Dee-o!

Hope you have a blessed time with these activites and ideas! May God’s blessings pour out over your entire family this Thanksgiving! Please share your favorite Thanksgiving ideas with our readers by commenting on this blog.

In Christ,

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.

The foundation of a Charlotte Mason education is regular feeding upon superior, living books: books that endow children with excitement, with new ideas, heroic ideas, which shape their minds and expand their spirits.  As opposed to textbooks which contain compilations of dry facts, we want living books abounding with stories.  Both children and adults have trouble remembering lists of facts; but stories are memorable; they incite the imagination; they can be life-changing.

Charlotte does not stop at just reading the stories, however.  She believed that knowledge is not appropriated by the student until it is told back, or narrated.  Beginning with short snatches of captivating stories, teachers are to read a paragraph or so, once, and then have students narrate what they have heard.

Narration, according to Ms. Mason:

• is a natural ability inherent in children that is awakened by excellent literature
• engages children’s minds such that information they read is considered, meditated upon and then is given back with some of the children’s own thoughts (assimilation)
• helps students understand and retain information about which they read
• should be used as a primary method of learning across the subjects

When to Start

When the child is six, not earlier, let him narrate the fairy-tale which has been read to him, episode by episode, upon one hearing of each; the Bible tale read to him in the words of the Bible; the well-written animal story; or all about other lands from some such volume…

Ms. Mason believed that short narrations should start by age six, over lighter, but classic, short episodes of literature, including the Bible.  Perfect literature for this purpose would be the short episodes of Aesop’s Fables (Stories for Young Children).
Start with a paragraph at a time, and make sure to read through the selection consecutively.

The next day, before starting the next narration/lesson, engage your student in a brief chat about yesterday’s lesson, affording the student a short period of review.  She suggests a few anticipatory comments about today’s lesson as well, to encourage your child to be ready to eagerly listen to what will be forthcoming.

As students grow in practice and maturity, they may be able to begin to narrate a short chapter in a history or science book as they reach ages eight and nine. At that age, a few comments after the narration may be helpful to identify and emphasize the moral elements of the passage. In the case of history or science reading, perhaps a chart or diagram might be drawn on the board to identify or clarify the elements to remember from the passage or to illustrate a scientific principle covered.

If narration is a new activity in your home, it is important to allow for a learning curve.  It is not necessary for your child to narrate every passage that he reads or is read to him. Often it is preferable to read a chapter or two of a book before beginning narrations on it, to build interest and aid your student’s immersion into the story.  If your child does not want to narrate, well, we all have to do things we don’t want to do, right?  Stay positive, enthusiastic, encouraging, and keep them short. J

Do I Correct Faulty Information?

What do I do when my child narrates incorrectly?  This is a common question!  A few strategies for dealing with it are listed below.

• It is preferable not to interrupt a narration with corrections.
• Only after praising what was positive about a narration and after encouraging a child for his efforts, gently make necessary corrections.
• If you notice a repeated grammatical error, such as a double negative, incorrect subject-verb agreement, etc., make a note to cover that area later during a language arts lesson.
• If your student has many details to remember, such as difficult names, dates, or places, it may be helpful to put those items on a white board before the narration.

Other Forms of Narration

Fortunately, there are other forms of narration other than oral ones, although it is preferable to begin with oral narrations for the younger children. Although it is certainly admissible to have a younger student draw a picture illustrating what was just read rather than an oral recitation.

Another option, especially for the older student (10 or 11 on up) is to provide a written narration over what they have either had read to them or over what they have read independently.  Sometimes the easiest way to start written narrations is to have students not worry too much about grammar and punctuation until they have written down everything they remember. Then during their next day’s writing lesson they can go back and clean things up a little.

Children can narrate not only from books, they may also narrate over art work and music.  As with all narration, this may be either oral, written or in picture form.  Some ideas about picture study narration can be found here. Narration over music can be accomplished merely by playing a stirring piece of music and then asking your student to tell about what story they could imagine taking place in the music.  Equally, they could also be asked to draw a picture over what they heard in the music.

An added benefit of regular narration in those early years is that it helps order children’s minds and prepares them for formal composition lessons once they reach the appropriate age.  The more exposure they have to hear, read and narrate excellent children’s literature, the more prepared they will be when it becomes time for them to write.

Happy Narrating!

Blessings,

I love lists and I like that feeling of accomplishment when I complete my list. However, at the end of the day, the quality of what I accomplished always weighs more on me than how much I completed. This definitely applies to our home schooling as well.  As I have established goals for my children over the years, my focus has generally fallen on the following general categories:

• Character training – without Christian character, the academics are meaningless
• A love for learning – instilling a desire for increased knowledge and skills even outside of “school”
• A habit of thinking – emphasizing extended and organized thought, whether in or out of the box, no matter what is being studied.

Examining these categories, I easily connect how Epi Kardia curriculum reinforces character training and helps instill a love for learning. With our emphasis on strong historical characters in the books that we select and the variety of activities, relating to all of the different learning styles, those goals are achievable. What about a habit of thinking? Does our curriculum promote that as well? I hope so!

I randomly chose an Epi Kardia historical unit and grade level from our Daily Lesson Plans, Immigration in 3^rd grade, and examined the projects associated with that unit. I hope what I discovered can assist you in creating great “thinking” projects for your children!

1. A thinking project doesn’t have to be complicated – after reading the book Liberty Rising: The Story of the Statue of Liberty by Pegi Shea students are asked to design a statue that they believe represents the United States of America. This type of activity promotes thinking on at least a couple of levels. First of all, a student has to develop some picture of the U.S. in his head. What does it mean to live in the United States? What types of symbols can he develop that represent this country? This requires moving from a known symbol, the Statue of Liberty, to a new idea. The next stage of thinking occurs when the student determines how to design their symbol. Even with a simple sketch, thinking through the design and implementing it is a higher level cognitive skill.

2. A thinking project can be messy and fun – following the reading of On the Banks of Plum Creek (Little House) by Laura Ingalls Wilder, students create a model dugout. With this project, creating the dugout itself doesn’t require a tremendous amount of thinking. However, mixing up a batch of mud to form the model is definitely messy and fun. The student can add sod, a window and a door to make the project more detailed. The thinking comes into play after the model is designed and you discuss what it must have been like for Laura and her family to live in such an abode. By talking through their experiences and comparing them to how he lives, your child practices his processing and evaluating skills.

3. A thinking project can train children to organize their thoughts – at Epi Kardia, we are great fans of graphic organizers and charts. We greatly appreciate such tools because they allow children to organize their thoughts in a more concrete way.  If we don’t control our thoughts and organize them in some logical way, they only become burdens, often misleading and confusing us. They float around in our head without definition or logic. It’s like cramming a bunch of documents in a file cabinet without sorting them into files. What’s the point? When you need them, they’re just a jumbled mess.  Children who utilize organizational tools starting from an early age develop the habit of organizing the information they’re processing. For example, after reading Along the Santa Fe Trail: Marion Russell’s Own Story by Marion Russell, students are asked to create a list of items they would take if they were heading on a trail out West with a wagon caravan. Now, you could have the student just make a list without any rhyme or reason, or you could suggest that the student organize his list in logical categories. So, first the student needs to determine which categories might be essential such as food and cooking supplies, animals and livestock, clothing, medicines, etc. The student also has to take into account the limited amount of space in the wagon. Assignment limitations often promote thinking skills that are very practical in real life since we all have limits placed on us when we’re trying to problem solve. This type of organizational thinking translates to many other areas of academics and to general life skills as well.

4. A thinking activity can promote further questioning and thoughts leading to more thinking! With all of our Daily Lesson Plans, we include comprehension questions for history and science. Our goal with these questions are twofold: firstly, lead the student to focusing on the most important aspects of the book and secondly, require him to think about what he has read. Too often children are asked to read material, but are never required to work through the process of thinking about it and evaluating what they’ve read. For example, questions from the 3^rd grade Immigration curriculum following the reading of Just So Stories, Illustrated Edition (Yesterday’s Classics) by Rudyard Kipling include:

• Do you think curiosity is a good thing?
• Is there a time when it could be negative?

Note how we start out with a seemingly simple question. The first answer could be a simple “yes” or “no.” If we stopped there, very little thinking or evaluation would take place. However, the second question requires more advanced thinking because it’s an open ended question. This style of question requires thought rather than just regurgitation of facts or a “yes” or “no.”

Another example may be derived from On the Banks of Plum Creek (Little House). The questions related to chapters 23-24 are as follows:

• How was the country party different than the town party?
• How did Laura’s church compare to your church?
• Why did Pa not get new boots?

The first and second questions require that your child compare and contrast. Comparing and contrasting require higher level thinking skills. Also, note that the third question begins with “why” which usually indicates that deeper thinking is involved to give a complete answer.

There are many other opportunities to train our children to think from puzzles to analogies to problem solving sets. With such a variety of options, we can work on these skills without having to focus on one type of activity or project.

Things We Do That Prevent Our Children From Becoming Thinkers

While none of us want to consider that we might have habits preventing our children from becoming strong thinkers, we very well may. By looking at our own habits, and reforming some of them, we can promote stronger thinking skills in ourselves and our children.

1. We don’t give our children time to think. When I was an education intern, I had a teacher who truly loved to teach. I was so blessed by the time I spent with her. She had a habit of counting to 30 slowly after she asked a question, whether it was addressed to the entire class or just one student. She explained that adults often do not give children enough time to think through answers and children develop the habit of hesitating, knowing that the adult will eventually give them the answer. Also, in a classroom setting or even with two or three children, the extra time allows for more students to think through a response. If one of your children is really quick and another requires more time to process, that second child often doesn’t get to think through the process and provide an answer. He may very well rely on the quicker child.

TEACHING TIP: If you have a student who really struggles and needs more time, give him the project directions, questions, etc in advance and let him mentally process what you’re requiring before you become involved.

REFORMING YOUR HABITS: Provide more time for your child to think through problems and projects by being patient.

2.  We don’t  follow through on projects and activities. It’s easy to assign a hands-on project or an activity, especially with older children, and walk away. When the project is done, you give a grade or make a comment and move on. With this habit, you’re missing on the most important part of the process…what was discovered or learned. If you don’t discuss the thinking behind the activity or inquire about the thought involved, then you are basically grading your child on his ability to follow directions.

TEACHING TIP: Before assigning a project or activity, develop a few questions or discussion topics to go along with the assignment. Also, understanding what you expect as outcomes, setting educational objectives, will be an enormous help. This does not have to be complicated or detailed. You can note one or two essential objectives or you could set up a rubric (for more information about rubrics, see the Epi Kardia Parents Manual) in a matter of minutes. Rubrics also reveal your expectations for your children, helping them better understand the significance of a project or activity.

REFORMING YOUR HABITS: Don’t assign a project or activity without thinking through what you want your child to think about in the process.

3.  We have too low or too high of expectations. Sometimes we underestimate our children and don’t challenge them enough. At other times, we have enormous expectations that greatly exceed their abilities. If you notice that school bores your child or he is continually flying through his reading, writing and other assignments, it may be that he is just not being challenged. This same child may also be a behavior problem or he may drive you crazy because he has too much time on his hands. He isn’t learning to think because his work is too easy. Other times, we seriously frustrate our children because we expect them to be like us or other people’s children, when we really just need to give them work on their level. Work that is on the correct level for a child requires some measure of challenge without pushing him into frustration.

TEACHING TIP: Pay attention to how your child responds to projects and assignments. Note if there’s a specific type of activity that causes him more difficulty than others. Avoid taking the easy road by making assignments too simple, but pay attention if you find that he is getting seriously frustrated.

REFORMING YOUR HABITS: Take time to regularly communicate with your child about his work. Most children will tell you if something feels impossible to them or if they think it’s just plain boring. There are so many different ways to instill skills, adapting to your child’s level of learning is certainly possible.

4. We get stuck in ruts. Sometimes we teach our children the way we liked to be taught. For example, comprehension questions really appeal to certain types of people because they simply have to answer them and move on. Some moms love doing hands on projects and they become so involved in the process that they forget the purpose. Using a variety of activities and projects allows your child to think in different ways and situations. If you’re always doing the same type of activity and evaluation, your child will struggle when life throws him a different type of problem to solve.

TEACHING TIP: Definitely use your personal gifts when teaching your children, but don’t just rely on those gifts. If you never step out of your comfort zone, how can you expect your child to do so?

REFORMING YOUR HABITS: If you have an area that you know is a weakness, such as hands-on projects or maybe you don’t love reading, let your children see you working on them. Discuss how you struggle with these types of assignments, but point out that you’re not ending your education with adulthood. This type of situation is ideal for teaching your child about lifelong learning!

Hopefully, this blog has given you plenty to think about! I would love to hear how you train your children to think. Maybe you’ve overcome a habit in teaching and we could all benefit from that encouragement!

May God give you a spirit of joy, a compassionate heart and a mind that dwells on His glory!

In Him,

I attended public school and if you looked at my grades, you’d think I was pretty successful at it. However, I remember almost nothing from my history courses. That may be a reflection on my attention span at that time or my teachers. Nevertheless, one unique historical memory I recall is that the Renaissance was taught as a time period where man moved away from God and discovered himself. When we started writing Epi Kardia, I was concerned about incorporating this time period material because of my own limited, and somewhat stereotyped knowledge. However, now God has shown me the truth of His elegant history, of His generous gifts bestowed upon men and of His revelation that church is not necessarily synonymous with Lord.

Renaissance, a time of enlightenment and beauty, brought out not only artistic light and color after a long dark period, but also opened men’s minds to what church was and what it should be. October 31^st, has significant historical precedence, and Halloween has nothing to do with it. It was on this date that Martin Luther nailed his 95 theses to the church door. His writing caused an explosion within the community that previously hadn’t been seen since men dared to declare Jesus as Lord. With these theses, Luther revealed truths about men, not God. He condemned those in the church taking advantage of the average man, who was unable at the time to even read the Word of God. So, this October, let us celebrate the audacity of a monk who valued his faith over his religion and glorify our God who gave us the artistic beauty, astounding scientific discoveries and the His truth revealed during this time period.

There are some outstanding children’s books about the Renaissance/Reformation time period. You can find all of these books in our Complete Daily Lesson Plans in various grades as noted below.

Galileo by Leonard Everett Fisher (1st grade, 3rd grade) – Although out of print, this book is readily available used. Fisher not only writes, but illustrates this concise and interesting life story of Galileo. His expression-filled black and white illustrations seem larger than life. He also includes a valuable map.

Leonardo and the Flying Boy (Anholt’s Artists Books for Children) by Lawrence Anholt (1st grade, 3rd grade) – Based on documented accounts of Leonardo da Vinci’s apprentices, this entertaining book offers a delightful way to expose younger children to Leonardo’s works. It is unusual in that it’s not a straight biography as is typical of children’s historical books. Anholt’s illustrations captivate young imaginations as well.

Martin Luther: A Man Who Changed The World by Paul Maier (2nd grade) – our second grade curriculum is currently in development, but this book will definitely be featured. Picture books about Luther are rare and this one is beautiful!

William Shakespeare & the Globe (Trophy Picture Books) by Aliki (3rd grade) – this book focuses less on Shakespeare as a person, and more on his plays and theatre. Creatively written as a play of five acts, Aliki weaves Shakespearean quotes, timelines and vocabulary with gorgeous illustrations!

I, Juan de Pareja by Elizabeth Borton de Trevino (3rd grade, middle school) – Dana loves this book! The story, beautifully written, is told in autobiographical form from the perspective of a talented slave who serves painter Diego Valazquez. Juan discovers that he too is talented but due to laws governing slaves, he cannot be a painter in his own right. This Newberry Award winning book will captivate younger readers as a listening book and enthrall older students as an independent reader.

Leonardo da Vinci by Diane Stanley (4th grade) – Diane Stanley, one of our favorite writers and illustrators, honestly portrays da Vinci from birth through adulthood and incorporates both his artistic and his scientific accomplishments. Her intricate illustrations are integrated with miniatures of da Vinci’s work. It is definitely designed for older elementary students as some of the content is challenging. We also utilize many other Stanley books such as Michelangelo,  Good Queen Bess : The Story of Elizabeth I of England,  Joan of Arc and Bard of Avon: The Story of William Shakespeare.

The River of Grace: The Story of John Calvin by Joyce McPherson (Middle School)- this unique and well written biography of Calvin is a must have for every homeschool library. Beginning with Calvin’s early years and working through his work as a significant leader in the Protestant Reformation. Although written on a middle school level, anyone could benefit from reading this outstanding biography.

Happy reading!

In Christ,

The Study of art is a taste at once engrossing and unselfish, which may be indulged without effort, and yet has the power of exciting the deepest emotions—a taste able to exercise and to gratify both the nobler and softer parts of our nature.  –Guizot

Just as we must provide ideas on which children’s minds are to feast through their reading of exceptional living books, we must also offer this opportunity through our students’ regular exposure to and study of excellent art work.

A hallmark of the Charlotte Mason methodology of teaching and learning is Picture Study. Recently I participated in a discussion with a homeschool mom about picture study and how to incorporate it on a regular basis into her homeschooling. Fortunately, Ms. Mason gave us a clear blueprint of how to systematically include picture study into our homeschooling efforts.

Charlotte Mason’s Suggestions for Picture Study

• Begin early. Age six, at the time of formal lessons in Charlotte’s day, is not too early to begin.

• Choose about six pictures of one artist to study each term. Rather than muddy children’s minds with continual but random art selections, Ms. Mason thought it beneficial to help her students get to know one artist at a time each term.

• Give your student time to experience a painting by keeping it on display for a week or two at a time. Give students time to connect with each work.

• Let your students quietly study the painting first, resisting the urge to discuss the artist’s background and your analysis of the piece. Give only the briefest amount of information necessary to enhance your students’ experience with the work before giving them a chance to connect with the picture and tell you about it. Give credence to all of their thoughts and opinions.

• Task your student with giving you an oral or written narration of the painting. Narrations consist of their response as you ask, “Describe the painting as you were talking to me on the phone and I couldn’t see it.” Younger students will be most comfortable with oral narrations, but older ones might provide either oral or written. Alternative assignment for a middle elementary + student who is familiar with oral narrations of art work:  Let the student study the picture for a time, then put it away.  Have your student narrate from memory.

• Have your students choose a favorite piece each term to imitate by drawing or painting. This an excellent way to incorporate those skills into your schooling.

With Epi Kardia curricula, we organize our studies chronologically beginning with Creation and ending with modern times, so we prefer to manage our study of art work and artists in the same manner, examining artists and their creations in light of the time periods they lived and worked.

An Example

Following is an example from Charlotte Mason’s Home Education of an oral narration given by a nine year old boy who had the opportunity of studying six of Jean-François Millet’s works during a twelve week school term. At the end of the twelve weeks, the children were asked to describe their favorite of the six paintings.  First, here is the painting, The Sower:

The Sower

And this is the student’s narration:

‘I like The Sower the best.  The sower is sowing seeds and the picture is all dark except high on the right side where there’s a man plowing a field. While he’s plowing, the sower is sowing. He has a bag in his left hand and he’s sowing with his right hand. He’s wearing wooden clogs. It’s about six o’clock in the morning. You can see his head better than his legs and body because it’s against the light.’

Artists for Further Study

This list of artists include dates so you many organize your art study chronologically if you wish.

Giotto (1266-1377)

Leonardo da Vinci (1452-1519)

Albrecht Durer (1471-1528)

Caravaggio (1571-1610)

Peter Paul Rubens (1577-1640)

Diego Velazquez (1599-1660)

Rembrandt van Rijn (1606-1669)

Jean Francios Millet (1814-1875)

Claude Monet (1840-1926)

Pierre Auguste Renoir (1841-1919)

Mary Cassatt (1844-1926)

Frederic Remington (1861-1909)

Grandma Moses (1860-1961)

Don’t forget to add some modern and American painters – our favorites are Norman Rockwell and N.C. Wyeth.

To add to your enjoyment and appreciation of picture study, consider visiting your local art museum and those you may come in contact with while you are on vacation in other parts of the country (or the world).

If you have any particular tips on how YOU have  incorporated picture study into your homeschool, I am sure our readers would love to read about them!  Please comment!

If you would like to read about Picture Study with Older Students, please read this.

Hope you have a happy Monday!

Did you know that Abraham Lincoln wrote poetry? He also wrote several letters to Stephen Douglas prior  to their infamous debates. You can read one of his poems and some of the letters, in Lincoln’s own  handwriting, online at the Library of Congress. I know I can be pretty nerdy and I do love history more  than many people, but when I discovered these primary source documents and realized that they  were within a few clicks on the computer of being in my grasp, I became giddy! By the way, Lincoln had less than perfect handwriting!

In our American History I high school curriculum, we teach students about primary source documents:

Letters, diaries, legal documents and photographs all may be considered primary sources as well as other documents created during the actual time period in history being studied.  Primary sources contain first-hand accounts or contain direct evidence of historical events.

Just as a detective looks for the details of first-hand accounts and evidence to help him solve crimes, an Epi Kardia student uses primary source materials to acquire a thorough study of history.

Primary source documents present a beautifully relevant way to help our students examine the truth in history. So often, our children read books that present historical figures and events as biased, based on the author’s own opinions and impressions. Primary source documents leave less room for such error. Bias can occur innocently or with malice. It can also be extreme, with one author presenting all of our founding fathers as pure men of God while another author focuses only on their human weaknesses. Neither of these extremes is realistic or healthy for our children to study. We know that all men are born with a sin nature and can only be saved by the grace of God, and what we really desire is for our children (and for us) to learn from other people’s mistakes, rather than repeat them. History, when studied properly, is a wonderful tool for seeing God in all things, even the past.

Some examples of primary source materials from our American History I course include:

• Benjamin Franklin’s Autobiography – You can’t read Benjamin Franklin’s autobiography without hearing a hint of arrogance, or at least an abundance of confidence. The words are his exclusively and he knew what he was writing when he wrote it to his son. It’s fascinating to learn about the man while examining his historical contributions, as well.
• Benjamin Banneker’s letter to President Thomas Jefferson - pleading on behalf of slaves, Banneker’s humbleness and intelligence could never be questioned. I was emotionally moved when I first read this letter as it moved slavery from a philosophical issue to a real life event for me. Banneker’s character is revealed through the letter as he demonstrates his compassion for slaves and his respect for Thomas Jefferson, the President of the United States.
• Photographs from the Civil War – these sources offer a realistic and sometimes devastating view demonstrating the affects and seriousness of war.
• Strategy Maps from the Civil War – Maps created and used during various time periods offer a   clearer picture of specific battles and allows students to see the tools that soldiers worked with during that time.

The value of primary source documents when studying history can’t be overstated. The interest level for students tends to be much higher if they feel connected to the history they’re studying. They can relate better to a historical character when they realize that they’re studying a real person, and not a flat character from history who is only known for his accomplishments or failures.

With Epi Kardia, we strive to use primary source materials in our curriculum. In our recently published American History I, we incorporated all of the above examples and more. Through primary source books and internet sites,  Epi Kardia students have the opportunity to see the reality of history and the impact of primary sources makes history more memorable for many students.

The next time you choose curriculum, consider not just what you want your children to learn but also how you want them to learn. Living books, primary sources and other valuable materials create a path to learning that teaches children not only a specific subject matter, but also instills in them a methodology of learning and hopefully, a love for learning that will be useful to them all of their lives.

As you consider purchasing curriculum, don’t miss out on our current special! If you order our American History I by midnight on Monday, October 26^th, at our discounted introductory price of $34.95, you may also receive a second high school course of your choosing for half price*.  That’s a great savings on two courses!

At Epi Kardia, Dana and I have worked hard to create curriculum that teaches more than just content. We hope to empower you to instill in your children a love for learning and a Biblical worldview as well as the educational skills they need.

*Note: if you order online, your American History I curriculum order will show the reduced price, but the discount for your half off curriculum will not show up in your shopping cart until your credit card is actually processed. We do not process any credit cards until the order is actually shipped. Please let us know in the note section of your order form which curriculum you are ordering for the half price option.

In Christ,

Have you ever wished that you could customize worksheets for phonics or other skills easily and quickly, as you need them? How wonderful would it be to have those worksheets in the same handwriting style that you’re teaching your children, allowing you to teach a skill and have your children practice handwriting at the same time? We’ve found a reasonably priced program that allows you do all of the above and more! You can download Startwrite directly from the internet to begin using immediately!

Startwrite works similar to a word processor making it very user friendly. Some of the features that we found attractive include:

• Fonts, in a variety of sizes, that are actually handwriting styles: manuscript, manuscript-simple, modern manuscript, italic and cursive.
• Handwriting helps such as guideline lines, again in various sizes and colors; dotted, dashed and solid letters; starting dots and directional arrows.
• Clip art to make pages interesting and unique.
• You can design relevant copy work and handwriting materials to integrate subjects and books.
• You print out the portrait or landscape worksheets on your own paper instead of having to buy handwriting book and copy work books that aren’t as relevant to your history and science topics.
• Spell check allows you to make sure your worksheets are accurate.

Initially, we viewed this software as a great resource for phonics. In fact, we used Startwrite to create all of the phonics worksheets in our Kindergarten curriculum. Eventually, we realized that there were so many other opportunities to use this software! Some ideas we have utilized, other than phonics, are as follows:

1. Copy work – with my son, I pulled sentences and paragraphs out of the living books we were reading (for history, fine arts and science). I looked for material that emphasized a specific event or accomplishment, a concept or a language arts skill that my son needed to learn. I printed it out in the handwriting font he was learning. Early on, I simply used the lightest font or dotted letters so that he could trace the words. As he grew, I used the regular handwriting font and printed out lined blank paper so he could copy onto the same size lines as he was reading.
2. Creating books – by printing out the pages half lined and half blank, you can have your child write on one part of the page and illustrate on the other half. You could put photos on the other half and have your child write about each. For a very young child, you could type up what he tells you and let him trace the writing. One idea we did that I really loved was taking poetry selections and making our own anthology to give away at Christmas.
3. Letter writing and other models – I still have a thank you letter from one of my dear friend’s children that was created on Startwrite. Any type of written model may be created with this program from a basic friendly letter to addressing an envelope to learning to write the heading on an assignment. We used this software to model how I wanted vocabulary set up. By having my son trace the first few words and definitions, it instilled how vocabulary should be completed when writing on his own.
4. Worksheets for any subject – You can create all kinds of worksheets for any subject using creative and fun clip art to assess your child’s learning. This program is so flexible that it even includes Spanish letters and math fonts!

While there are many tools and resources for homeschooling, we feel strongly that Startwrite has the attributes of a resource that every homeschool mom needs because it:

• • saves money (no more workbooks to buy!)
  • saves time (you can quickly and expertly put together the specific materials you need when you need them)
  • integrates subjects (working smart rather than hard)
  • makes learning relevant (you choose the skills that your child needs to learn).

It’s not often that you read one of our blogs and we’re endorsing specific products. However, with this program we felt that too many moms had never heard of it and were missing out on its value.

If you currently use Startwrite or decide to try it after reading this blog, please comment and let us know what you think. We’d love hear about any creative ways that moms use the program. If you have a Startwrite worksheet that you liked to share with other moms, email it as an attachment to info@epikardia.com and we’ll forward all worksheets to our mailing list of Epi Kardia moms.

I hope this product review was helpful and that you’ll find the program as useful as we have. May all of your homes be Christ-filled and joyful!

In Him,

Have you heard the term project-based learning lately and wondered what all the buzz is about?  Project-based or project-led learning is a term coined to describe the learning that results when students are working to solve real world problems and challenges.  It is doing something with a purpose, and it absolutely engages students.  We said in our earlier series concerning teaching middle schoolers that middle school is not the time to discount activity-based learning, and that especially applies to those wiggly boys you have!

Does this mean there are no more books?  Absolutely not!  It just means designing activities to illustrate and demonstrate what students are learning-and if the project has usefulness beyond ’school,’ the more valuable and long-lasting the learning tends to be.  This is also a fantastic way to expose your students to different types of activities-sometimes the very best way to discover the types of activities that inspire your student.  Let’s look at some examples.

What kinds of projects?

• Let’s say your student has shown a little interest (or you have the interest) in woodworking.  This would be a great project to tie into a study of Colonial History or the Westward Expansion period, when many people made their own homes and furniture.  How about building a chair that can actually be used by your student or someone else?  Or perhaps a workbench that could be used by the family or a little brother or sister, depending upon the scale?  Of course, the student would be involved in researching how to accomplish this task (language arts), figuring how much of what materials would be needed (math), perhaps observing others involved in this endeavor (social skills, field trips), reading about how others in history built their own furniture (language arts, history), learning how to use building tools (science and technology), journaling his or her building progress (writing, photography).  Perhaps this activity is enjoyed so much it turns into a side business!  (Then MANY other things can be learned!)

• Another project suggested during our Middle Ages unit is to study gardening and create a garden, as herbs were used during that time for everything from perfume to medicine.  Growing herbs to be used in the family’s cooking or to sell to the neighbors or at a farmer’s market would be a wonderful project and involve reading, writing, planning, logical thinking and more, not to mention the regular discipline the maintenance of a garden would require.

• Making corn husk dolls, hand-dipped candles or rag rugs also fits nicely into a Colonial unit and have obvious uses as Christmas or birthday gifts.

• Learning how to take care of a car fits nicely into the Immigration unit and could involve studying the history of cars, the technology involved in their production and maintenance, and the costs involved in car ownership.  Very practical stuff!

Let’s take advantage of the time and freedom we have homeschooling and give our students the opportunity to do some real world learning.  When your student’s time and attention is captured by an activity he truly enjoys,  you will be amazed at what learning takes place!

We would love to hear what kind of projects your kids have enjoyed while you have been homeschooling!

Blessings on your home school,