Although Epi Kardia doesn’t sell  math curricula, we have taught a lot of math over the years! Someone recently asked me what math curriculum I would recommend, and I hesitated answering because it seems as though there is a new program out every week! Whichever program you choose to use, here are a few ideas about  teaching math effectively, some living book recommendations on mathematical topics, as well as a few fantastic free resources you will not want to miss!

Charlotte Mason on Math

The practical value of arithmetic to persons in every class of life goes without remark. But the use of the study in practical life is the least of its uses. The chief value of arithmetic, like that of the higher mathematics, lies in the training it affords the reasoning powers, and in the habits of insight, readiness, accuracy, intellectual truthfulness it engenders.

Charlotte Mason advocated lots more talking about how we use arithmetic and math in our daily lives, rather than just making our students work endless problems. (Our modern equivalent to her slate is our worksheet.)  We must help our children connect arithmetic with real life situations. Cooking, measuring, telling time, traveling, buying groceries and even just cutting pizza are all routine activities perfect for incorporating ‘math’ conversations – and don’t forget to combine living books with your math study!

(Incidentally, my children have always had a miraculous ability with math when it comes to figuring out how to divide any dessert into an equal number of pieces so no one receives more than anyone else.)

Help Your Students See Math

We recommend a program that emphasizes mastery of concepts, beginning with manipulative use in the primary years for hands-on learning. It takes children a while to connect numbers with concepts. We know that the number 3 stands for three items, but young children need to learn this, and they aren’t all ready to grasp this concept at the same age.  Using buttons, toothpicks (be careful if you have littler ones around!), soup cans, M&Ms, blocks, or any other smaller objects can be extremely helpful in helping your child understand what numbers mean.  Especially as your child begins to learn arithmetic operations, it is very helpful to use manipulatives to illustrate problems. Continuing the use of manipulatives past the primary years is helpful for many students.

Another way to help your students see math is through making mini-books.  If you are not familiar with those, reading this post might help.  This photo on the right is a math fact mini-book we made.  These are ‘mini matchbooks’  in Dinah Zike-speak.    The math fact questions are on the outside and you lift the flap and look inside for the answer.

Making mini-books helps children with different learning styles as they are colorful, kinesthetic and provide a fun way to review.  My sweet friend Jimmie found this fantastic free resource: Dinah Zike’s Teaching Mathematics with Foldables. All of you Epi Kardia users have at least one Dinah Zike title in your library, I am sure, so you will be as delighted as I was to be able to download this 102 page tool for free!  Thank you, Jimmie!

One of the best things you can do for your children, especially if they tend to be more spatial in the way they learn, is to help them see the patterns in arithmetic.  One way to do this is encourage them to frequently count by twos, threes, fives, etc.  Additionally, using a one hundred number chart is very useful to help them identify number patterns.

As we approach the end of the school year and move into the summer, it is a beneficial time to review your math facts to get ready for next year.  Memorization of addition and subtraction facts by the end of 2nd grade promotes ease in dealing with 3rd grade concepts.  The same is true for memorization of multiplication and division facts by the end of 3rd grade in preparation for 4th – if your children are ready, of course. Gently practicing math facts throughout the summer is a helpful strategy for most elementary aged students!

Study Math through Living Books

Don’t forget to incorporate living books into your study of arithmetic and mathematics!  Reading about the real people behind the math helps bring it alive, as Charlotte Mason relates:

How interesting Arithmetic and Geometry might be if we gave a short history of their principal theorems, if the child were meant to be present at the labours of a Pythagoras, a Plato, a Euclid, or in modern times, of a Descartes, a Pascal, or a Leibnitz. Great theories instead of being lifeless and anonymous abstractions would become living human truths each with its own history like a statue by Michael Angelo or like a painting by Raphael.”

For the child that thinks she ‘hates’ math, letting her read as part of the math lesson might really help her learn to enjoy it more.  Here are some of our favorite living books with mathematical themes – check them out by clicking on the images.

Do you have any particular books that you would like to add that helped your students with understanding mathematical concepts?  If so, please leave the title(s) in our comments section below!  Thanks!

Blessings on your math studies!

 

 

 

The only problem with the book Raising Real Men: Surviving, Teaching and Appreciating Boys, is that I regret not having had the opportunity to read it earlier.  Just published this January, this 253 page volume (including the detailed index) not only helps us answer those frustrated mommy questions like “WHY did you do that?” when your feisty sons behave oh, so differently than your dutiful daughters.

(The event I was recollecting as I said that was when my now-17 year old son was about seven, and wondered what would happen if he squirted the light bulb in his dresser lamp with a water pistol.  The resulting minor explosion was just one of many ‘experiments’ conducted by my now-not-so-little explorer.)

We have only been blessed with one boy, but he has made quite an impact on our family.  The authors of Raising Real Men have six, so they are more than qualified to write this book; actually, they are not qualified just because they have six sons; they qualify because they understand that boys – just like little girls – are a picture of the image of God, tragically marred by sin. And that our focus must be on leading our sons into godly manhood, not just trying to manage them to make our lives convenient and more pleasant. p. 25

Hal and Melanie Young, the authors of this book, clearly speak the truth as they describe our culture’s desire to feminize men and our misguided attempts to ‘change’ our boys, rather than understand them.  The Youngs not only exhort us to celebrate the uniqueness of our boys, they give us very practical suggestions for how to train and ready them to use those special God-given characteristics to be the men God created them to be.

Listen to some of these intriguing chapter titles/subtitles from Part One – Virtues in the Rough:

• Resisting Feminization
• Boys Need Heroes
• Visual Media
• Heroes from History
• Bring on the Boldness
• When to Comfort, When to Encourage
• Standing Alone
• Responsibility, Then Freedom
• Learning to Stand
• What the bible Says about Leadership
• Developing the Next Generation’s Leaders
• The Biblical View of Competition
• The Puritan View of Games and Competition
• What the Bible Says about Manners

In Part Two – Civilization for the Tough, the Youngs discuss that raising manly men doesn’t mean raising barbarians.  Men can and should be civilized. p. 126   Part Two is concerned with preparing a young man to interact appropriately with a world that so desperately needs his godly leadership. 

How can we teach our sons the things they will need to interact in society, to lead their families, to serve God?  Step by step, suiting the way God made them, in an intentional, thoughtful way… just the way we teach them everything. p. 126

Sometimes – many times – homeschooling seems overwhelming; homeschooling boys can be, especially.  I loved the above quote because it is in accord with the old Puritan saying, “Do the next thing.”  Let’s make a plan and just take one step at a time.  This book will help you make that plan for raising your boys to be the men they were created to be.

One of my favorite chapters in Part Two is called “Your Own School for Boys.” This chapter may well be your favorite chapter, too, if you have been pulling your hair out trying to home school your boys!  Melanie Young has home schooled six boys at a time and has obviously done some reading on the subject, offering us an explanation why and how boys are different than girls in the learning arena as well as many practical suggestions to get the most out of your boys.  Chapter subtitles:

• Developmental Differences
• Developmental “Delays”
• Gender Differences in Learning
• Louder, Mom
• “I Think He Must Be Hyperactive…”
• “Why Do I Have to Learn This, Anyway?”
• What’s Your Goal, Son?
• The Benefit of Stress

This is great stuff! Additionally, chapters include endnotes with scriptural back up!

Other very useful information in this book pertains to teaching boys how to be faithful stewards of their money, why we need to teach them to have good manners, how the Bible looks at work roles and how to deal with male/female relationships.  It even aids with considerations about choosing a college, for the college bound, and describes the counselor role we move into as our children leave the nest.

Imminently readable, warm and biblical, Raising Real Men will help you learn how to train and shape your noisy, dirty, rambunctious boys into real men who can stand on their own two feet and face the world, lead their families, and fulfill the purpose for which they were created.

 

Enjoy those boys!

P.S.  If you would like to order this wonderful book for you and/or others, please click on the book cover image at the beginning of this post!

A Warm Welcome to our Newest Subscribers!

Epi Kardia has a mailing list that goes literally around the world! Besides home schooling moms from Florida to Alaska, we also have readers from Canada, Australia, the Philippines, Germany, Nepal, China, New Zealand, Peru, Egypt and Puerto Rico!

Epi Kardia is honored and humbled by your support!  This has always been part business and part ministry, so as I said in my last post with our survey results, I want to make sure and respond to some of your direct questions and comments on the survey many of you so kindly completed.

Where is….?

I’m having trouble navigating your website./Your website is confusing.

• I’m sorry you are having trouble!  I have worked on the navigation  in order for it to flow a little better – if you are having trouble finding what you’re looking for, I suggest the following:

1. Go to the home page and REFRESH/RELOAD the page. (That applies to many pages – do it every time you come to a different page on the Epi Kardia site,  just to make sure you are not missing anything.)
2. Start with the Curriculum Overview page.  That page explains the different types of curricula and has links to more detailed descriptions with samples. Hopefully will clarify many of your questions.
3. If you have questions that you don’t see answered, please feel free to email me directly. (dana@epikardia.com)  I will always answer your questions.
   

Why don’t you have book lists on your web site?/Where are your book lists?/Why is there no kindergarten book list?

• We DO have book lists on our website.  You can find them on the left sidebar, under Books! From that first page you may navigate to book lists for our lesson plans and courses.
• We are adding the Kindergarten books as we speak.  Bear with me, those book links take a while to put up but I hope to have them all on soon.

Who is….?

Where can I find others who use your curriculum?/How about having a forum where I can talk to other Epi Kardia curriculum users?

• Good question!  We do put quotes on our website from real live people who use our curriculum, but at present we don’t have a forum of EK users.  (It is on our To Do list, but not at the top yet .)
• So would anyone like to volunteer to be a reference? If you wouldn’t mind answering an email question or two from someone who wants an opinion, please contact me at dana@epikardia.com.
• Alternatively, if you currently use Epi Kardia curriculum and you would like to answer a few online questions about it for others’ perusal, please go to a site such as www.choosyhomeschooler.com and write a quick review. I think you would have to create a user name and password on that site before you could write a review.
• We do have some home school moms who are going to be reviewing our curriculum in the next few months.  We will certainly let you know when they are published.

Please don’t wait for a survey if there is something you would like to ask, a broken link you would like to bring to my attention or just a comment you would like to make – I would love to hear from you (dana@epikardia.com).

Have a great weekend!

P.S. I just read a wonderful book about raising boys that I will reviewing next week!  Make a note to check back or join our list if you haven’t already done so!

One of the most controversial of Charlotte Mason’s principles is how she viewed the teaching of composition.

‘Composition’ comes by Nature.––In fact, lessons on ‘composition’ should follow the model of that famous essay on “Snakes in Ireland”––”There are none.” For children under nine, the question of composition resolves itself into that of narration, varied by some such simple exercise as to write a part and narrate a part, or write the whole account of a walk they have taken, a lesson they have studied, or of some simple matter that they know. Before they are ten, children who have been in the habit of using books will write good, vigorous English with ease and freedom; that is, if they have not been hampered by instructions. It is well for them not even to learn rules for the placing of full stops and capitals until they notice how these things occur in their books. Our business is to provide children with material in their lessons, and leave the handling of such material to themselves. If we would believe it, composition is as natural as jumping and running to children who have been allowed due use of books. They should narrate in the first place, and they will compose, later readily enough; but they should not be taught ‘composition.’

Did you get that last sentence?  Not teach composition?  Let’s look again at her thoughts restated in modern English:

1. Under the age of nine, composition should not be taught as a subject. Rather, children should narrate, either orally or in combination with writing, about an experience they have had or on a subject with which they are familiar.
2. Children who have been exposed to the best in literature will automatically be able to express themselves in writing.
3. Punctuation (grammar) should be taught using the books they are reading for examples rather than in isolation.
4. She intimated here and states more clearly elsewhere: Children are to be exposed to superior literature and be allowed to interact with it themselves without us voluminously interpreting and explaining it to them.

One of the keys to understanding this teaching is that she is discussing younger elementary children, not middle school and high school children.  In our curriculum we do not recommend formal composition instruction prior to the age of nine (third grade) – and by that I mean teaching children to write reports, summaries of literature or anything requiring more advanced reasoning skills or even requiring more than a very short paragraph at a time.

Some of the popular Charlotte Mason ‘interpreters’ believe Charlotte did not have children do any writing during those earlier years, but she did specifically state in the quote above (from Volume I, The Original Home Schooling Series) that narrations could be all or part in writing, even for children below nine.

Although we don’t believe children are to jump right into school with copious quantities of writing, as more classically oriented curricula often suggest, we do feel there are many skills involved in learning to write and they are more easily learned if they are taught using real books and reinforced through copy work in the earlier years. Some CM purists might disagree.  We do keep those lessons very brief and always in conjunction with books written at the child’s comprehension level, but we utilize copy work from first grade on and we include basic punctuation and grammar, as you can see in this first grade sample week  from our first grade plans here.

Although in #2 above Ms. Mason assumes that children exposed to high quality literature will be able to write automatically, I can’t say that has been my experience for all children.  Some have definitely been more natural writers than others, in my opinion, and some have benefited by more detailed writing instruction.  But not in the first few grades — save it for later elementary.

One can’t underestimate what young children learn and absorb through hearing and reading top quality literature, however, we shortchange them if we don’t answer their questions and clarify areas that they obviously do not understand, paying close attention to their attention span and interest level.  In Endangered Minds: Why Children Don’t Think And What We Can Do About It, Dr. Healy describes just how important discussion between parents and children is to developing children’s verbal and language skills, and the more conversation, the better.  Mind, I am not talking about  daily lecturing your primary-aged learners! If your find your children’s eyes glazing over and they suddenly disappear at read-aloud time, consider that you may have crossed the line.  This time with literature is to be enjoyed, not analyzed to death.

I would love to hear how some of you long-time Charlotte Mason fans have dealt with composition in your home schools.  Have you taught writing using traditional CM methods or used another curriculum?  At what age did you begin composition instruction?  I appreciate your input – it helps all of us!

Blessings,

Recent question: Can I homeschool my [non-traditional learners] Charlotte Mason style?

Answer: Of course!

As we discuss in our parent manual, parents teach and children learn in a variety of ways.  Some prefer to absorb information by what they see, for example, reading a book, watching a movie or viewing a live demonstration.  Some learn best by what they hear, such as when listening to a lecture, verbal instructions or an audio book. Some prefer to learn through what they do, or retain more by moving around as they are taking in information through another venue.  For example, making candles instead of reading about how they are made, or doing jumping jacks while practicing multiplication tables.   Most people utilize all of these learning methods to some degree, but  prefer one over the others.

Traditional school seems to be notoriously crafted to benefit the type of learners who like to sit still, learn things in a logical progression, and read about rather than experience what they are learning about, to the detriment of the others who don’t fit that mold! What a blessing it is that we are able to craft our learning opportunities to fit our children’s natural bents!

Charlotte Mason understood children. Many of her teaching methods and principles already incorporate a variety of learning methods.

Nature Study

Advocating as much time outside as possible, Ms. Mason suggested children experience nature first hand.

Children should be encouraged to watch, patiently and quietly, until they learn something of the habits and history of the bee, ant, wasp, spider, hairy caterpillar, dragon-fly, and whatever of larger growth comes in their way.

Rather than spending up to six hours outside every suitably-weathered day as Ms. Mason suggested, many homeschoolers satisfy their outdoor longings by taking at least one nature ‘walk’ per week, identifying and recording the different trees, flowers, insects and birds that come across their path.  (Some of our favorite books to use for these activities are below.)

Observing nature incorporates all the senses:  watching a bumblebee extract nectar from a flower while listening to its low buzz…feeling the gentle wind flow through your hair while listening to the leaves rustle…feeling the rough outer layer of a seashell and the smooth-as-glass inside, then holding it to your ear and listening to the ‘ocean’…

We help our children hone their powers of observation as they study their subjects, write about them and make detailed drawings in their nature notebooks, all while using visual, auditory and kinesthetic modes of learning.

Next week we will talk about other aspects of Charlotte Mason’s methods of learning in conjunction with learning styles.

Have a great week!

Warmly,

P.S.  These are some of our favorite books for aiding our nature studies. Check them out!
Handbook of Nature Study
Peterson Field Guide to Birds of North America (Peterson Field Guide Series)
Peterson Field Guides; Rocks and Minerals
Peterson Field Guides; Wildflowers
Kaufman Field Guide to Butterflies of N.A.

P.P.S.  Read about one way to incorporate hands on (also known as tactile or kinesthetic) learning in this post called, Make a Lapbook!

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,

Beth

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,

Beth

Happy New Year to all of you and thank you so much for being with us through this journey of curriculum design, blog writing and all around Christian home school living! I had originally planned to share a blog with you about some of my favorite "school" authors, but God decided otherwise. Knowing that His path is always best, I will veer from my book blogs and share with you some things that He has placed on my heart.

I must begin where I do so often…with a book. In this particular case, it is Waking the Dead by John Eldredge. I have a select number of books that I read periodically because I believe that a single or even second reading is not enough to penetrate my overloaded mind. This book is one of those particular reads. It has been almost two years since I last read this book and God drew me back to it with the New Year. To be honest, I really should give the book back to my dear friend, Denise, who loaned it to me a long time ago (Thank you, friend!). I was actually putting together some things to return to her when I came across the book again. I will certainly have to find my own copy soon because it’s very difficult not to highlight in her book!

This is not really a book review but as I was reading Eldredge’s many profound thoughts, I discovered one that may be obvious to many of you, but touched my heart with renewed freshness. It all began with this partial paragraph:

I turned to the New Testament to have another look, read for myself what it said he [Jesus] offers. "I have come that they may have life, and have it to the full." (John 10:10) Wow. That’s different from saying, "I have come to forgive you. Period." Forgiveness is awesome, but Jesus says here he came to give us life.

Then Eldredge goes on to point out verse after verse representing this same theme including: Proverbs 4:23, Psalm 16:11; John 1:4, 5:40, 7:38 and Acts 5:20. He notes that we so often speak of eternal life as something that comes later. He writes:

I began to get the feeling of a man who’s been robbed. I’m well aware that it’s life I need, and it’s life I’m looking for. But the offer has gotten "interpreted" by well-meaning people to say, "Oh, well. Yes, of course…God intends life for you. But that is eternal life, meaning, because of the death of Jesus Christ you can go to heaven when you die."

A few sentences later, Eldredge asks the following question:

What did Jesus mean when he promised us life?

He refers us to a couple of verses, Psalm 27:13 and Luke 18:19-20. The latter struck my heart as if I had never read it before, although it was quite familiar to me at the same time.

"I will tell you the truth," Jesus said to them, "no one who has left home or wife or brothers or parents or children for the sake of the kingdom of God will fail to receive many times as much in this age, and in the age to come, eternal life."

And if you would allow me just one more verse, Paul tells us, as Eldredge points out,

Godliness has value for all things, holding promise for both the present life and life to come. (1Timothy 4:8)

Eldredge points out that eternal means "unending," not "later." Really? My initial response was surprise and then outright excitement. My eternal life has already begun?! I am not just biding my time on this earth waiting around for it, but it is here and it is now! Beth Moore, the renowned woman’s Bible Study author and teacher, makes the same point in her series on John, My Beloved Disciple.

I have always thought that this life, while I want to enjoy it and make the most of it, was little more than a brief interlude before getting to the good stuff in heaven. I really bought into the whole idea of being a sojourner and not a citizen of this world. While that may be true, God does not expect me to just wade through this world of sin and hurt avoiding hardship. He expects me to leave the mark of Christ wherever I go and with whomever I share this journey. He also expects me to remember that I am living eternally and everything I say and do is for that eternity. It is my life as a whole, not an earthly life and a heavenly life. Granted, heavenly life will be much sweeter, but there is great joy to be gained by living for Christ right here, right now.

More than my own life, I began to reflect on what I have taught my children. Have I taught them to just get through this age waiting for an eternal life? Am I modeling a life lived in constant awareness of eternity and my role in that eternity? Do I treat today as a part of my entire life or am I always looking toward the future without realizing the potential of this day? Tough questions!

One of the glories of home schooling stems from our ability to influence our children more fully. It’s also one of the great responsibilities. I honestly believe that their observance of our daily actions has a much greater affect on them than anything we tell them. I have a friend who said that she couldn’t home school because she couldn’t imagine her children seeing her all of the time, in every situation.

Are there things I can do each day, as I live my life, to reflect my faith in an eternal salvation? I believe so. Some ideas that come to mind include:

• Celebrating the blessings and the trials in Christ - although a common refrain amongst believers, I still struggle with celebrating trials. Logically, I understand that I will grow during such times, but man, it’s a challenge! Celebrating the blessings can be a little bit of a difficulty, as well. Okay, it’s not the celebrating that’s tough, but sometimes I do forget to give the credit to my Lord and Savior!
• Loving everyone – Now, that’s a tall order! And yet, after loving God, it is Christ’s second command. Some people are just so easy to love and yet others…but God has truly been changing my heart in this area. He reminds me that some of these "difficult" personalities will be spending eternity with me. He has challenged me to draw nearer to those whom I would normally run from hard and fast! My heart is actively changing to not only notice others I might have previously ignored, but also to treat them as any child of God should be treated. I have to tell you that in the process, I am noticing the difference in my own outlook and coming to realize more and more how unworthy I am and how gracious God is to me!
• Responding rather than Reacting – it is so easy to be offended in this world. A simple billboard, Internet pop up or television ad can set me off if I let it. I even find myself being offended for total strangers when they’re mistreated by sales clerks and such. God is teaching me to prayerfully consider such things and to let His Word be my guide, rather than my emotions. At times, I even mess it up when I do refer to His Word because I allow my emotions to do the interpreting. But it’s a lesson I am working on and I always feel like progress is inevitable if you keep trying!
• Praying continually – I am one busy woman and prayer takes time! But it is time well spent and stopping to speak with the Lord is never a moment wasted. I have found that the more I pray, the more inclined I am to pray. It becomes a spiritual habit to turn to God and His voice seems so much clearer these days. My own health is so improved by prayer. Not only my spiritual health, but also my emotional and physical health is positively affected by calming my soul and speaking with my Father. 

I don’t expect that any of the above is new to you. However, if you’re like me, there can’t be too many reminders. I encourage each of you to put on your eternal glasses and view life as a neverending process, with each day you growing in your walk with the Lord and modeling so others may do so as well. Thank you for encouraging me with your words and for taking the time to read the ramblings of a woman who has discovered her life is not ending, and that it’s only just in its early stages!

Lord, I pray that you will keep me eternally minded. I ask that you help me to influence others in seeing their own impact on eternity. Thank you for beginning my new eternal life at my salvation and allowing me the opportunity to truly live on this earth while I exist here. Help me, Father, to do your Will and let my daily living reflect my eternal heart and love for You. I know it is only through Your grace and Your Son’s death that I am saved to live eternally. In Your blessed and holy name, Amen.

God’s blessings on you and your family,

Beth

 

 

Last week, Patti, of South Carolina, won the 40th anniversary edition of To Kill a Mockingbird in our Christmas Book Give Away! Thanks for commenting, Patti, and congratulations! This week, Beth looks at creative reading gift ideas for children of all ages! If you have a gift idea related to reading, please comment and let our other readers know about it. Just click on the link below and submit your comment at the end of the blog.

By commenting on this blog and joining our mailing list (from the right sidebar or on our website) you’ll automatically be entered in our Christmas Book Give Away. This week, we’ll draw a winner for Prayers for Homeschool Moms by Michelle Howe. It’s an awesome book to help you start the new year encouraged by the prayers and stories of fellow homeschool parents! 

 

 

 Remembering the reason for the season, in Christ,

Dana

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My son, John Paul, and I both woke up so excited this morning. He slept in, which was a real treat for him and I had several hours to myself, which was amazing for me. It’s the first day of our Christmas holiday! No school demands! What a blessing! As much as we really do love home schooling, when breaks arrive, we’re both always appreciative. With that in mind, it seemed like the perfect time for a blog about fun reading gift ideas.

I have always been thrilled about opening a book as a gift. However, although both of my children are avid readers, a book is rarely the first item on their wish lists. For many home school children, constantly exposed to great books throughout the year, a book gift may seem a little mundane. However, the gift of reading can often be paired with other gifts or presented in a whole new light, adding joy to an otherwise ordinary gift. Check out the following ideas for some creative "packaging" to stimulate the brain and bring some Christmas cheer.

 For the Very Young

 Bedtime Book Basket – Combine a few bedtime books; a new doll, stuffed animal, pillow or blanket with which to sleep; a nightlight; and brand new pajamas in a simple crate or basket. Your child can keep the basket beside his bed providing a fun ritual for bedtime. Put on his pj’s, select a book and snuggle up with Mom and Dad in preparation for sweet dreams. Some recommended bedtime books:

 

Good Night Moon by Margaret Wise Brown (my daughter, Ally’s, favorite as a toddler)

 

 

 

 

The Going to Bed Book by Sandra Boynton – this book comes in a fun lap size for a very reasonable price!

 

 

 

 

 

Poems and Prayers for the Very Young by Martha Alexander – an endearing first book of poetry.

 

 

 

 

All of God’s Creatures – Pair up a Noah’s Ark set with an awesome animal book. Both Play Mobile and Fisher Price make adorable Noah’s Ark sets, but for an even softer version, try the SS Noah Soft Sculpture Playset by Pockets of Learning. Not only are the characters soft and cuddly, they also can be easily stored and carried around without injury! While there are a multitude of animal books out there for youngsters, one that covers a lot of ground and can even alternate as a learning tool is My Big Animal Book by Roger Priddy. Simple rhymes and clear photographs make this an ideal attention getter for younger children.

Ages 4-8

Transportation – Start with a large vehicle, like a dump truck, and use it to hold fun, classic transportation books such as:

 

Mike Mulligan and His Steam Shovel by Virginia Lee Burton – this Caldecott winning book also comes with a CD making it perfect for taking along on holiday travels.

 

 

 

The Little Engine That Could by Watty Piper. There is also a game that compliments this book.

 

 

 

 

 

It’s All About Love! – some sweet books together with a giant floor puzzle say I love you at the holidays.

 

 

Because I Love You by Max Lucado – a precious story illustrating God’s love for us.

 

 

 

Guess How Much I Love You by Sam McBratney – a simple story of love. You can also get the floor puzzle!

 

 

 

 

Ages 9-12

Culinary Craziness – This is the perfect age to really build interest in the culinary arts. Begin with a large mixing bowl and fill it with basic cooking gear, an apron, recipe cards, a grocery store gift card (how fun would it be to shop for your own recipes?) and an age appropriate cookbook (be sure to get spiral bound as they lay flat). Either of the following cookbooks would be ideal:

 

New Junior Cookbook by Better Homes and Gardens – if you have a diabetic in the family, this book even includes diabetic exchanges!

 

 

 

 

Cooking Rocks by Rachael Ray – fun and appealing, these 30 minutes meals are designed to be created by kids. She does a wonderful job of teaching basic cooking techniques in the process.

 

 

 

 

Teens

Ready, Set, Shoot! – pair up a beginning digital photography book with a reasonably priced digital camera and extra memory card. One book that will take your teen through the basics and beyond of digital photography is Digital Photography for Teens by Marc Campbell. I was impressed with the details and the fact that the author didn’t water anything down for teens while creating a book that would hold their interest.

 

There are probably dozens of ideas out there for incorporating books and other items to make fun Christmas gifts, but my time is running out. I need to get started on my own Christmas shopping! In the meantime, let me know about your ideas that combine reading and other activities to make awesome gifts. Just click on the link below and enter our next Christmas Book Give Away by leaving your creative ideas as a comment. If you are already a member of our mailing list, you could win Prayers for Homeschool Moms by Michelle Howe just for commenting!

 Enjoy your Christmas holidays!

In Him,

Beth

 

Stephanie, from South Carolina, won the fantastic book and CD, A Child’s Introduction to Poetry! Thanks so much for commenting, Stephanie, and let us know how you like using your new book! If you haven’t won a book in Epi Kardia Christmas Give Away, there’s still time, so make sure you comment after you read this blog. In Beth’s current blog, you’ll discover books to teach the classics, even if you have children of varying ages. By subscribing to our mailing list on the right sidebar and making a comment on this blog by Sunday, December 14th, you’ll automatically be entered in this week’s give away of the anniversary edition of a real classic. Keep on reading!

Many blessings,
Dana

 

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My high school American Literature students just finished reading The Last of the Mohicans.  This classic was written by James Fenimore Cooper, a man known as the first American novelist. We read the unabridged version which is quite lengthy and very detailed in both description and story line. The 480 pages caused my students to groan initially, but I knew they would get through it and be better students for it! After finishing the novel, we decided to watch the movie and compare the two. Unfortunately, the movie greatly disappointed all of us as it didn’t follow the plot of the book and left out many significant scenes. One of my students, Robert, who isn’t known for his love of reading, said something that I believe neither he nor I expected, "Mrs. Harrell, I can’t believe I’m saying this, but I think the book was much better than the movie." The incredulous look on Robert’s face was amusing, but his comment made plowing through the lengthy book worth all of the effort!

At the same time as Robert suffered through reading the unabridged version, his younger sister, Katelyn, read the Classic Starts chapter book version. Although much less valuable in content, the introduction to this classic paved the way for Katelyn’s later experience. That’s the glory of the multiple versions of classics now available - they may not be incredibly well written or profoundly presented, especially compared to the original, but they do offer a simpler introduction and provide confidence for later reading. As well, when you have multi-age children, the different versions allow for discussion among different grade levels which can greatly increase comprehension and enjoyment. If you have an older student struggling with comprehending a full version of a classic, audio books and/or younger books may be a positive stepping stone.

I’ve compiled the following list of classics with a variety of versions. For those versions with DVDs noted, I’ve shared my opinion if I’ve seen the movie. I would strongly recommend previewing any others. Note that these lists are not all inclusive as publishers continually present new versions, particularly amongst younger chapter books and picture books.

The Last of the Mohicans by James Fenimore Cooper - This book seems like a good place to start!  The unabridged version, while lengthy, offers a wonderful adventure and very interesting characters. You’ll need to wade through some detailed description, but the historical setting, the French and Indian Wars, is unique. Other versions of this classic include:

 

 

 

 

Oversized Picture book (Atheneum Books for Young Readers) with additional author Timothy Meis. I absolutely love that Meis took the initiative to create this vivid and memorable picture book!

 

 

 
 
Classic Starts – shorter chapter book appropriate for 2nd – 5th graders. Although not deep in content, this book presents an initial overview that students can read by themselves.

 

 

 

 

 Marvel Illustrated – this would probably appeal to middle school and early high school boys with 184 pages and Marvel comic illustrations. I thought this was a unique presentation!

 

  

 

 
 Classic Collection Audio book – for audio learners or multi-taskers! Although, I do believe all of the description might be more challenging to listen to than to read. I think the picture is more vivid when you read the words.
   

 

 

 

DVD – This is an absolute non-example of maintaining book integrity in a movie. It was disappointing that the story line barely resembled the book’s adventurous plot! You might enjoy the movie, but not based on its relationship to the book.

 

 

 

DVD (BBC Masterpiece Theatre mini-series) – I only discovered this version while writing this blog, so please comment if you’ve seen it. Typically, BBC Masterpiece Theatre follows the book content closely. I may have to ask for this for Christmas! 

 

 

 

Heidi by Johanna Spyri - This classic isn’t overly difficult in the unabridged version and could certainly appeal to a reader as young as middle school, especially girls. To get started with a different version, consider:

 

 
The Story of Heidi published by Usborne Young Reading Gift Books – hardcover book ideal for ages 8 and under.   

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Read and Listen books – appropriate for elementary students.

 

 
 
DVD – older version with Shirley Temple. The movie is cute, a typical Shirley Temple presentation, but generally follows the story line.

 

 

 

The Swiss Family Robinson by Johann Wyss – I read this book aloud to my children during the evening. Although the story has some fun adventure, the dialogue can be challenging and it took a while to get through the book. There is a strong Biblical emphasis in the original that isn’t always stressed in other versions.

 

 

 

Stepping Stone book – early reader chapter book. Again, not overly stimulating but at least a child can read it as a first experience.

 

 
 

 

 

Classic collection audio book – in case you don’t want to read it aloud yourself! The language in this book is lovely and you’ll appreciate it on the audio version. 

 

 

 

Classic Disney Film – originally released in 1960, an enjoyable family treat created before Disney became politically correct.

 

 

 

 

The Adventures of Swiss Family Robinson – a television series from 2005. I never watched this program, so please comment if you have! I’d be interested in knowing if it’s worth the

 

 

 

Beowulf by Seamus Heaney – an ancient, violent adventure, this story usually appeals to young men. Actually a poem (a lengthy poem!) and originally written in 7th to 10th century Anglo Saxon language, a bilingual version with a side by side translation to English works best for adults and older students. The original language is fun to read and to try to translate, but would be extremely frustrating for most people. Some other versions include:

 

 

Picture book by James Rumford – not as violent to make it appropriate for older elementary aged children at 48 pages in length. I found it fascinating although a sensitive child might have issues. Be sure to preview visually!

 

 

 

The Hero Beowulf by Eric Kimmel and illustrated by Leonard Everett Fisher – best for ages 9 and up. I do love Leonard Everett Fisher’s illustrations!

 

 

 

 

DVD – rated PG-13 and noted for violent scenes. I haven’t personally viewed the film, but would love to hear comments from others who have!

 

 

 

Treasure Island by Robert Louis Stevenson – yes, this is the poet who created my favorite childhood poem, featured in the last blog. Stevenson also wrote exciting and adventurous books that most kids love. Check out these other versions:

 

 

Hardcover version with amazing illustrations by Robert Ingpen – ideal for ages 9 and up at 192 pages. A vivid, exciting presentation of the book!

 

A Young Reader’s Edition of the Classic Adventure – includes some original illustrations by N.C. Wyeth, one of the greatest illustrators of classic literature. Although the illustrations aren’t ideally presented, they may entice your child to explore Wyeth more. He also painted scenes from The Last of the Mohicans.  The book is 48 pages long.

 

 

 

Hear It, Read It – a full text version CD version that would be appropriate for late elementary students to adults.

 

 

DVD – Disney version released in 1950, a safe version of a classic adventure for the entire family!

 

 

 

 

To Kill a Mockingbird by Harper Lee – due to the adult content (a black man is accused of raping a white woman), there isn’t a younger version of this book. However, Lee’s presentation and writing style handles the storyline in a delicate and tender manner. The main characters, two children and their father, invite you in immediately and when the story ends, you feel like you’ve become friends with the whole family. I really appreciate this book in so many ways that I’ve made its 40th anniversary hardcover publication our free give away book this week!

There is also a DVD version, with the classic Gregory Peck, released in 1962 which I highly recommend as it follows the book’s plot, with a few exceptions. Gregory Peck gives one of his best performances. This is a must read for every high schooler and any adult who made it through high school without reading it!

 

 

 

 I hope you find these classics a welcome edition to your home school library, no matter which version you choose. Be sure to leave a comment on this blog by December 14th and automatically enter yourself in a drawing for the hardcover 40th Anniversary Edition of To Kill a Mockingbird!

Happy reading and blessings on your Christmas holiday!

Beth