The Right Way and the Right Time to Teach Grammar

Grammar - the backbone of language, the foundation upon which our words and sentences stand. It is the compass that guides us in navigating the vast ocean of communication. Yet, the debate over how and when to teach grammar has raged on for years. Is there a right way and right time to teach grammar? Let's delve into this topic and explore the nuances of grammar instruction.

The Right Way - Identity vs. Do

Traditional grammar instruction often focuses on identifying parts of speech, memorizing rules, and correcting errors. While this approach can provide a basic understanding of grammar, it may not foster a deeper understanding of how grammar works in context. A more effective approach is to teach grammar in the context of writing and communication, rather than as isolated rules to memorize.

One effective approach is the "Do" method, which emphasizes teaching grammar through the lens of ownership. For example, instead of teaching "This is a verb," teachers can encourage students to "Do" verbs by actively engaging in activities that involve using verbs in writing and speaking. This approach empowers students to take ownership of their language and understand how grammar serves as a tool for effective communication.

The Right Time - Roughly 3rd - 4th Grade

When it comes to the right time to teach grammar, research suggests that around 3rd or 4th grade is an ideal time. By this age, students have developed a solid foundation in reading and writing and are ready to delve deeper into the mechanics of language. However, it's important to note that the right time may vary depending on individual students' readiness and developmental levels.

How Long - As Long as You Want

There is no fixed timeline for teaching grammar. Some educators argue that grammar instruction should be integrated into writing instruction throughout a student's academic journey, while others believe that a focused period of grammar instruction followed by ongoing practice is more effective. The key is to strike a balance that meets the needs of individual students and aligns with instructional goals.

The Grammar Debate

The debate over grammar instruction has been ongoing for decades. The so-called "war on grammar" arose from the belief that teaching grammar does not necessarily improve students' writing skills. As a result, some schools and educators minimized or even eliminated grammar instruction from their curricula. However, this approach has sparked controversy, with proponents of grammar instruction arguing that it is essential for effective communication.

Absolutely Right Changes

Language is ever-evolving, and what may be considered "absolutely right" in grammar today may not be the case in the future. Grammar rules change over time, and language is a living entity that reflects the society and culture in which it exists. As such, it's crucial to recognize that grammar is not set in stone, but rather a fluid and dynamic aspect of language that evolves with time.

Correct vs. Wrong

The notion of "correct" versus "wrong" grammar can be subjective and context-dependent. While grammar rules provide a framework for effective communication, there are often variations and exceptions based on dialect, region, and even personal style. It's important to teach students that while there are standard rules of grammar, language is flexible and can adapt to different contexts and audiences.

Prescriptive vs. Descriptive

Traditional grammar instruction has often taken a prescriptive approach, dictating rules that students must follow. However, a more effective approach is to adopt a descriptive approach that focuses on how language is used in real-world contexts. This allows students to understand how grammar functions in different contexts and empowers them to make informed language choices based on their communication goals.

The Goal of Teaching Grammar

The ultimate goal of grammar is to write with clarity, ensuring that our communication is accurate and understandable. Just as dressing well can create a positive perception, using grammar correctly enhances our writing and how others perceive us as writers. Grammar is not just about adhering to rules, but it is also an art and an abstract form of language arts. It requires understanding when to use certain grammatical rules and how they can be applied effectively to convey meaning. Like any other skill, grammar improves with practice. By consistently applying grammar rules and practicing writing, we can become better writers and communicate more effectively. With a clear understanding of grammar, we can convey our thoughts and ideas accurately, create a positive impression as writers, and enhance our overall communication skills. Grammar is not just a set of rules, but it is also an art that requires practice and mastery to excel in the world of writing. So, let's strive to use grammar effectively to write with clarity, professionalism, and precision.

Setting Our Children on a Path to Success

As homeschool parents, we all want to ensure that our children are prepared for college and their future careers. However, it's important to remember that college and job employers value character just as much, if not more, than content knowledge. The problem is that it is much easier to teach a person new information than it is to teach them character.

Character is formed at a young age, and the home is often where this formation takes place. According to DeMill, teaching is more about the teacher than the student. As homeschool parents, we must be aware of how we react to our children and how we create systems to deal with them.

One way to ensure that our children are well-rounded and have strong character is to strive for ideals in our homeschooling. The concept of "The Idea of a School" by John Dewey highlights the importance of having ideals to strive for, even if they may not be fully attainable. A good school, according to Dewey, is a "faculty of friends that attracts learners."

But how do we create attraction for learning in our homeschool? One way is to be intellectually excited about the subjects we are teaching. Our enthusiasm can be contagious and can spark curiosity in our children. Additionally, we should also focus on physical and mental readiness for learning. Preparation alone is not enough; we must also create a culture of care, love and provide a rich curriculum.

It's important to remember that love is a vital component of any education. As homeschool parents, we believe that we love our children, but sometimes that love may not be active. Active love means showing it through our actions, words, and intangibles. It's also important to be aware of what is happening invisibly in the classroom. The sense that a student is believed in can make a huge impact on their development.

In conclusion, as homeschool parents, it is important to remember that character formation is just as important as content knowledge in preparing our children for college and their future careers. By striving for ideals, being excited about learning, fostering a culture of care and love, and being aware of the invisible dynamics in the classroom, we can set our children on the path to success.

No Morning Grind: Practical Reasons to Homeschool

As a homeschooling parent, I often get asked why I chose to homeschool my kids. And let me tell you, there are plenty of fun and practical reasons that make homeschooling an appealing choice for our family. Homeschooling has been a fantastic choice for us.

No Morning Grind of Getting Kids Out of the House:

One of the biggest perks of homeschooling is saying goodbye to the chaotic mornings of getting kids ready for school. With homeschooling, there's no need to rush through breakfast, pack lunches, and make sure everyone is dressed and out the door on time. Instead, our mornings are relaxed and stress-free. We can start our day at our own pace, which allows for a more peaceful and enjoyable morning routine. Plus, we can all stay in our comfortable pajamas if we want to!

No More Lunchbox Woes:

Another practical advantage of homeschooling is not having to worry about making school lunches. I used to dread the daily task of packing lunches, and trying to come up with creative and healthy options that my kids would eat. But with homeschooling, we have the flexibility to eat homemade meals at home without the fuss of packing lunches. It's not only a time-saver, but it also allows us to have more control over our kids' nutrition and dietary preferences.

More Sleep for the Kids:

Sleep is crucial for children's growth and development, and homeschooling allows my kids to get the sleep they need. Unlike traditional school schedules that often start early in the morning, we can adjust our homeschooling routine to suit our kids' natural sleep patterns. This means they can wake up feeling refreshed and ready to start the day, without the grogginess and exhaustion that can come from early wake-ups for school.

No Homework Hassles:

One of the things my kids and I both hated about traditional school was homework. After a long day at school, my kids would come home with piles of homework that often led to stress and frustration. But with homeschooling, we have more flexibility in our schedule, which means we can focus on learning during the day and leave the evenings free for family time, hobbies, or other activities. There are no more battles over completing homework assignments, and my kids have more time to pursue their interests and passions.

Traveling in the Off-Seasons:

One of the most exciting benefits of homeschooling is the ability to travel in the off-season. Since we're not tied to a traditional school calendar, we can take advantage of the lower prices and fewer crowds during the shoulder seasons when popular tourist destinations are less crowded. We can plan trips to theme parks like Disneyland when the lines are shorter, or head to the beach in September when it's less crowded and more peaceful. Homeschooling gives us the freedom to travel when it's most convenient for our family, which makes our trips more enjoyable and budget-friendly.

If you're considering homeschooling for your family, don't be afraid to explore the fun and practical aspects of this educational option. It may just be the perfect fit for your family's needs and lifestyle! So, here's to homeschooling - a path that has brought more joy, flexibility, and freedom to our family's educational journey.

Process Over Product

As a parent, it is important to remember that the process of learning is just as important, if not more so, than the end product. Our children leave school with the experiences they have had with learning, not just the knowledge they have acquired. With this in mind, it is crucial that we, as parents and educators, do not become too attached to the end product and focus solely on grades or test scores.

This is easier said than done, as it can be difficult to not impose the same expectations and pressures that were placed on us as students. It is a part of us at almost a cellular level, ingrained in our way of thinking. However, it is important to recognize that the experience of learning trumps the content of what is learned.

One education researcher, Paulo Freire, in his book ‘Pedagogy of the Oppressed’, questioned constructs such as grades, age segregation, and the use of textbooks in education. He believed that the way one studies and learns is just as important as what is being studied. However, he also recognized that there is no one solution for every child, as all children are different and therefore should be educated differently.

The education system, unfortunately, does not take into account the individuality of each child. It treats them all the same and expects them to learn at the same pace and in the same way. As parents, it is our responsibility to challenge this notion and to advocate for our children’s unique needs and learning styles.

We must also remember that progress does not always mean better. New is not always better, and more of a broken way or system is not better either. It is crucial that we critically evaluate the education system and strive for progress that truly benefits our children and their learning experiences.

As parents, it is important to remember that the process of learning is just as important as the end product. We must challenge the traditional education system and advocate for our children’s unique needs and learning styles. And we should also keep in mind that progress doesn’t mean better, new is not better and more of a broken system is not better either.

Mindsets for High School

Recently we made some big decisions regarding our oldest and her high school path. While in the process of thinking, praying and researching I jotted down the following items as points of discussion. Don't get me wrong I am far from perfect at this. I had to wrangle the husband and review these items with him, make sure we were on the same page Then the conversation with the teenager did not come without a few eye rolls and “mom, I already know this.” looks. Purposeful conversation is a must for clear communication and well, I try.

A MATURE MINDSETS FOR HIGH SCHOOL

• This is your full-time job it will require full-time hours (30-40 hrs a week).

  • This time does not include lunch, field trips, travel time, wake/get ready time, break time.

  • Focus, diligence and doing things right the first time all factor into time spent.

• 9th and 10th grade will be the most work, 11th and 12th grade present more choices with more adult responsibilities and freedoms.

• You are apart of a family and the time frame for doing your “full time” job must work together with the family schedule.

• We, your parents, will be involved in your academic life.

• We will make changes to school, friends, and life if ever we feel the need to.

• While we value education, it is not the most important thing in life.

• We are not done raising you yet - the true season of discipleship is really just beginning.

• You have not arrived, you do not know it all, you are not an expert in ANYTHING - humility in this will make the journey easier.

• We talk, discuss and ideally make decisions together before acting, however, mom and dad have veto power. (we care what you think but ultimately as long you live under our roof the decision & responsibility is ours)

• Actions have consequences.

• Attitude Matters - Facial expressions, tone, body language.

• Complaining only makes it miserable for everyone.

• We can’t fix everything for you anymore.

• It is your choice how your feel and if you will be happy.

5 Mindsets about Marriage

Each person in a marriage comes into the relationship with a Mindset about Marriage. They have beliefs, thoughts, feelings, and attitudes about the concept of marriage. If you are engaged or considering getting engaged it is highly beneficial to know and understand your mindset and your partner’s mindset about marriage. If you are already married understanding this dynamic about marriage can help you navigate the waters of married life with more grace and ease. 

• A RESOLUTE mindset - 22% fall into this category. These individuals have carefully considered what they want in life and marriage is apart of it. Most hold a traditional and optimistic view of marriage, expect their marriage to succeed and be fulfilling. This group more than likely grew up in a home that demonstrated loving stable relationships. These are true believers in matrimony. Devotion, dedication, and commitment are highly valued.
  

• A RATiONAL mindset - This group approaches marriage with much more caution. They might believe in a soulmate but that is not the ultimate goal. They want to find a partner to team up with and work hard with. They know that this will lead to fulfillment. Personal destiny is not tied to being married and so they guard their hearts, pursue their dreams and approach marriage with much more rational than romance.
  

• The ROMANTIC mindset - These individuals believe in soul mates. Often love “just happens.” They expect passion and intimacy to be ongoing and growing throughout life. Because passion is of high importance Romantics acceptability of divorce is much higher especially if one falls out of love.
  

• The RESTLESS mindset - Cautiousness would characterize this individual. They are not sure what they think of marriage and all that it entails. They are still discovering their options and what the world has to offer. 70% of young males find themselves in this mindset and they know it. This individual is more likely to stay married for external reasons such as “the kids”.
  

• The RELUCTANT mindset - 14% of the population say they are not the marrying kind. Not surprisingly they also are not interested in having kids. The biggest take way away about a RELUCTANT mindset individual, don’t push them into marriage. If you do you will be asking for difficulty.
  

It is important to not only identify your Marriage Mindset but also your significant others. Understanding the strengths and weaknesses that each of your mindsets brings to the marriage can reveal so much about the probable course of a marriage. 

Deflated

Does anyones Monday feel like this? Like you just want a restart do-over. Flat tires are so inconvenient. They stop us dead in our tracks and require us to rearrange and reprioritize our day. You can not go anywhere! You can also have a flat tire emotionally and spiritually. Your body soul and spirit can be deflated. So what do you do when this happens. Do you drive on the rim? So many people are driving on the rim. Sparks are flying as the metal grinds on the cement. The stress and cares of life can leave us edgy and impatient. However, riding the rim ruins the wheel and tire. Trying to keep going when deflated will ruin you. Take the inconvenience and reset. Turn it into an opportunity to reprioritize.

Essentials EEL Student Notebook

Essentials is the bridge program where students began to become more independent in their studies. Before you have a party hear me out! You have to set them up properly to do this. They need to have access to all of the tasks you want them to accomplish. You are not in the clear yet. Essentials takes management, close follow up and lots of conversations. Here is one way you can set your student up for Community Days and work at home.

In the video, I reference the Classical Conversations subscription program called CC Connected. Out of respect for Classical Conversations Copyright, I can not post links to the referenced pages or resources taken from CC Connected. I will do my best to compile a list of usernames and filenames I have downloaded and references. 

The Essentials of the English Language (EEL) Guide

Its big, it comes shrink wrapped and 3 hole punched. You have to purchase it from Classical Conversations. You must be enrolled in a community to purchase it. It is required resources.

Once you get this beast of a guide you need to put it into a binder and put some tabs on it. First a few notes about putting it into a binder. My first year I put every single page into a slipcover. The next year I took all the slipcovers off. My husband just shook his head and said, "I am not even going to ask." It all depends on how you like to use your "teacher guides." Do you like to write in them or on them? Some people like to put 6 weeks at a time into smaller binders so it is more manageable. I have seen some guides spiral bound! After 5 years I have no slipcovers and everything in one binder. Keeping it simple.

Before you tab your guide and start marking it all up let me give you an overview of what is in your guide.

(Actually, pick one color tab and place it on the top of each of these pages. Write the bolded word on the tab.)

Page 9 Part 1 - The Expedition 

You need to read this. It will communicate the heart and vision behind the Essentials program.

Page 19 Part II - The Itinerary

This is the nuts and bolts of the program. It's in here that you get what to do each week, Scope and Sequences etc. No need to read this straight through. Take a look and familiarize yourself with the format. I will share more about this section later.

Page 395 Part III - The Gear

I do recommend putting these pages in slipcovers as you will be using them quite frequently. Believe it or not you and your student will know and understand all of these charts by the end of the year.

Page 443 Part IV - The Excursions

This section contains advanced charts and a spelling program option. If you have a spelling program you use feel free to continue with it. If you do not you may utilize this one.

Now that you have put tabs on the major sections of the Guide lets add some more.

Select another color tab. You will be writing on them Wk 1, Wk 2, Wk 3, Wk 4 and so forth to week 24. Week 1's lesson starts on page 27. Put the Wk 1 tab on the top right corner. Week 2 begins on page 35, place its tab on the top right corner slightly lower. Keep working through all 24 weeks.

Finally, select a different color and tab the following pages that are important to note or good gems to know about.

• Page 20 Offers 0ne page at a glance of the Scope and Sequence.
• Page 51 - In week 3 there are several pages devoted to explaining the process of the Analytical Task Sheet
• Page 396 - A Glossary of Abbreviations for Diagraming
• Page 397 - Snapshot what charts to study and on what days.
• Page 435 - Snapshot of the weekly sentences
• Page 437 - A blank Copy of the Analytical Task Sheet
• Page 439 & 441 - Quid et Quo Worksheet
• Page 445 - 8 Parts of Speech Definitions
• Page 457 - Section on Punctuation & Capitalization Rules
• Page 461 - Spelling Rules and Lists

That's your guide set up and ready for you the teacher to use. Each week before class take a few moments to read the lessons. Make notes about what you don't understand. It is highly likely your tutor will answer your questions in class. If they don't ask! Every tutor wants parents to go home feeling equipped to help their student. Note: Your tutor does not have anything you do not have.

Now let's move on to getting your student set up with a student binder.

Essentials - Watch this First!

This video will encourage you on your Essentials journey. Whether you are just getting started and trying to figure it all out or if you are entering your 8th year. Take a moment in the midst of your planning and remember the why behind the what.

“God Wastes Nothing”

Why is Essentials Such a Beast?!

There is no one way to "set up and do" Essentials correctly. This video will encourage you to find your flow. Know your personal work style and how your student learns best. 

Challenge - A, Daily/Weekly Planner

Everyone has to organize their child's work in one way or another. There are some amazing planners and strategies out there. If you know of something great please feel free to share with us in the comments.

I have found the biggest challenge in Challenge A is communicating schedules and helping my child manage their workload. The Guide dictates the weekly work. Yes, I as the teacher can scale* as needed. In order to be prepared in class, my student still has to get at least a portion of the work done.

In previous homeschooling years I was the master of our schedule but now I must blend with the Ch A schedule.

I might know that we need to get a bulk of our work done on Tuesday because we have guitar lessons, a doctors appointment and grandparents coming into town. However, my Ch A student, who is learning to take ownership of his work, may not know all these things. They think they can focus on just Research and Reasoning and the next day get caught up on their LTW paper. The results between parent and child is frustration. We have to communicate schedules and expectations.

Here is what I highly recommend. No matter how tired you are after a Community Day sit down with your student and plan out the week. If you wait till the next day, your student will forget important instructions given in class and it will cut into your productivity. Have your student bring out their planner, we use the attached sheet, discuss your week. As the parent, let them know of family commitments, late nights, or interruptions in a day. Together fill in their planner and strategize how they are going to get their work done that week. If you have other kids or commitments it's ok to tell your child when you will and will not be available to review work and answer questions.

It is best to establish a routine for what days and what order your child will do work on. Let them have a say in this. However, it is important to provide boundaries. Such as, your student wants to start with Research. You make it clear that that is acceptable but Logic and Latin must be done before lunch. Also, establish if you are unavailable to help them or check work between 11- 12 because you are working with another child.

Attached is the planner I will be using with my son. I type it up as we go through the Guide and discuss his tutor's instructions on Mondays after community. We print it out and put it on a clipboard for him each week. If this is not your thing you can do something as simple as writing it out on notebook paper. Do not make this harder than need be. Keep it simple and help your student take ownership by effectively planning. Welcome to the teenage years of your child having a life apart from you and learning to blend the two!

I am providing this in an editable form so you can customize it and change it for your specifics. The sample content is for week 2 work of Ch - A. We have a Monday community day and my son will be out of town with his dad on Tuesday. Therefore I have cleared our schedule for him to work fervently for 3 days.

“Those who fail to plan, plan to fail. ”

* A note about Scaling: As your student's teacher, you can scale your child's work. I am not a Challenge A Director but can I encourage you to communicate with you Director when you scale. Email, call, text them and let them know. Directors want to hear it from you, not the student that their work was scaled.

Lost Tools of Writing - Forms

Lost Tool of Writing! I love it because it teaching our students how to write and how to think! Each week LTW builds a skill of thinking and writing in one area of the 5 Cannons of Rhetoric. In the Student Workbook, there is a form for the student to complete related to the skill at hand. It is intended to help the student in the thinking/writing process.

As the student progress from Essay 1 forward new techniques and skills are added. However, the previous week's technique forms are not given. This specifically holds true for the Cannons of Invention and Elocution. For the Cannon of Arrangement, the from changes Essay to Essay as elements are added. If you didn't understand any of that here is the bottom line. You have to make copies of the forms for each Essay.

What I have done is make digital copies of the forms. With each Essay, I have included previous Essays forms. I find it is easier to print pages as needed than make copies.

For a Challenge A student I do not recommend printing out all the forms and handing them to the student. It will be overwhelming. Essays take 3 weeks to write. 1 week on Invention, 1 week on Arrangement and 1 week on Elocution. Each week print the pages necessary for your student. In class students often write in their workbook while learning the new technique. This is great! It is nice to know you have a digital clean copy on file.

“Focus your instruction on the thinking that leads to good writing. ”

— LTW Teacher Guide Level 1

Finally, LTW is not about the worksheets it's about the thinking. We started using the forms in this complied format at about Essay 3. There were so many elements to remember to include. I found that printing the forms each week was helpful to keep us organized. My student did start to complain about doing so many worksheets. The purpose of the forms is to make sure they are practicing and incorporating previously learned elements. The goal is that they will internalize this thinking process and do it without the forms. Use the forms only as needed to organize and remind your student.

Do not leave IEW skills and techniques behind. Require your student to incorporate dress ups, decorations and sentence openers in their writing.

If you like checklists I have scanned in the LTW checklist from the back of the Student Workbook for your convenience. 

Don't forget to assess your student work and provide them with feedback. In the Teacher Edition of the LTW book on pages 275- 286 they give an insightful way to assess your students work. I HIGHLY recommend you read and digest this approach. I created a template (Surprise Surprise!) using this approach. 

Ch - A Henle Latin Exercises

As your student embarks on their Challenge A journey there is so much to learn. One area that can be intimidating is Latin. In this post I am not going to take on the questions of Why Study Latin? I simply want to offer you a tool to help. Your student will be learning a new language, making flash cards, learning new vocabulary, and grammar rules. It is a rewarding process but The Struggle Is REAL!

There are a couple of ways to approach the assigned Exercises from Henle 1. 

1. The Latin A Workspace is what is recommended by CC for your student do to their Latin exercises in. It serves as a nice template guide to keep the students organized. 

2.  Handwritten Exercises on notebook paper.  It is the true stick in the sand method. It allows for plenty of room to work out translations.  If you chose this option I highly recommend a spiral bound notebook. My first year we used this plain paper option and I found Latin exercised everywhere! 

3. The third option is a pre-printed workbook with the Exercises in it. The reason I like this format is that it cuts down on handwriting. The kid's hands will be falling off the first few weeks of class. It also helps students with dyslexia and/or dysgraphia. I know some directors do NOT prefer a workbook style. The goal of a Challenge A student is taking ownership of their educations. Pre-printed forms are sometimes seen as detracting from that goal. Learning to look up and copy exercises is a valuable skill. 

You decide what is best for your child and your goals. 

A Note about the sources used to compile this document. I used several PDF's that contained the Henle l content. I cut and pasted it together into one document so that the Exercises line up with those assigned in the Challenge A Guide as of 2018.

Student Binder - Part 2, Pages from the Guide

Once you receive your Challenge A Guide there are a few pages to be copied and put into a Student Binder. 

See the video below for the pages I recommend. 

I have also included a PDF document with the pages listed

Enjoy! 

Getting to Know Your Ch - A Guide

In this video I will briefly go through the different parts of the Challenge A Guide. Make sure you take the time to read your Guide and utilize all it has to offer. 

Research Strand of Challenge A and IEW

Don't leave your hard work in IEW behind! Bring it with you into the Research Strand of Challenge A.

Every week students will get the opportunity to do Research on a topic of their choice. A general science topic will be assigned, such as Amphibians or Invertebrates. The student will narrow down the topic into a more specific category i.e amphibians to an even more specific category like frogs. Andrew Puduew says, "Hands off content. Hands-on structure and style." For those who used sources texts for most of their IEW careers choosing your topic and sources will be new. Students love the freedom of picking their specific topics. They dig for interesting, obscure and shocking facts to write about.

In the midst of their newfound freedom sometimes students want to ignore all they have learned on how to write a research paper. Every week is basically an IEW Unit 6 paper. The goal after 3 years of IEW is that student would have internalized how to do a Unit 6 paper but alas they still forget. Frequently my student would enthusiastically work on their research paper only to have me, the teacher, have to come back and do quality control. To help students remember how to write a Unit 6 paper and encourage them to use the skills they developed in IEW I create the attached template.

Let me walk you through the process.

1. Each week there will be an assigned Topic, such as Amphibians.

2. Your student with chose a subcategory like frogs. Make sure you discuss with your director how they have the kids go about this.

3. Next, your student will come home and need to find at least two sources* for writing a 1-3 paragraph paper. The length of the paper is determined by the tutor and teacher.

4. Students will then do a Key Word Outline (KWO) for each source.

5. They will pick 1-3 subtopics, depending on how many paragraphs they are writing. For example, frog eggs, frog habits, poisonous frogs. Finding these subtopics is a skill used in our Faces of History papers and Unit 7. (Do you remember "Cotton Balls" from your IEW DVD viewing!)

6. They will fuse their KWO and write a paragraph for each topic.

I found the skills that need reminding and practicing are:

• Clear topic sentences
• Completing a paragraph with a clincher
• Adding dress ups, decorations, and sentence openers in a natural way. ( I don't require an exact number but encourage the continued practice of these elements.)
• Making sure bibliography information is collected and noted properly.

Most students want to work as independently as possible so the template I created is designed to help guide and remind them. Ideally, they will internalize the process and only need a sheet a paper. I recommend using the template for the first 4-6. Then move your student to a piece of paper as they prove they can follow the process.

One final note about sources. Talk to your director about acceptable sources. Most directors want at least one book as a source and will allow one online source. There are 2 life skills your student can learn while doing the work for this strand.

1. How to use a library and good old fashion books. Take a trip to the library and teach them how to look information up and chose a good source. If you have a good collection of resources at home make them pull the books off the shelf and read.

2. Online researching - this is a huge life skill and something we need to teach our kids. Before classes start, sit down with your student, and bookmark some credible sites. Help them to understand what makes the site credible for the research they are doing. Just Googling a topic is not research.

In the comments post links to any good sites you know for the Research Stand of Ch A. Let's share our wealth of knowledge!

Baby Steps

Does anyone remember the 1991 movie, "What About Bob?" Richard Dreyfuss is a psychiatrist, who writes a book, and helps his patient, Bill Murry, through a process called, "Baby Steps." The idea is simple. Focus on one small thing at a time to achieve small goals which will build to achieving larger goals. It seems simple enough right but it's much harder to actually do. Recently I was considering this whole idea in reverse. When we have goals or habits we do not just one day fall away from them 100%. We make small choices little by little that then leave us far from our desired point. Take gaining weight for example. You do not wake up one morning suddenly 50 lbs overweight. Small choices across a broad period of time have left you far from your desired goal. Now let's consider this with regard to spiritual habits. We can be Christian and not hear the voice of God and feel very far away from His presence.

When God began, in Genesis with Adam and Eve He walked and talked with them in a close personal way. After sin entered the world Baby Step by Baby Step this close personal intimacy with God eroded. In Abraham's time, God still appeared and talked to him. By the time we get to Exodus, we see the presence of God becoming a feared distant unknown. He leads the Israelites by a pillar of cloud and a pillar of fire. Gone were the days of walking and talking with God in the cool of the Garden of Eden. As more time went on the personal distance between God and man increased. Note God had not gone anywhere but the relationship was no longer personal. Only designated prophets and judges had the privilege of the presence of God. Finally, God is rejected, a king is demanded, and a substitute is preferred over the real thing. Baby Step by Baby Step the relationship breaks down till is it relegated to impersonal laws and traditions. God's desire for a close personal relationship never changed we stepped further and further away.

“...a substitute is preferred over the real thing.”

If you have been a follower of Christ for any length of time you will recognize that this same process can take place in our lives. Prayer, Bible reading, and daily devotions can become a habit instead of a relationship. You used to jump out of bed, get up early, and spend time with the Lord and now you find it gets brushed off by the duties of life. You want to hear God speak, but the interruptions of children and the distractions of phone notifications constantly bombard you.

Life happens! Baby Step by Baby Step you get pulled from the most important life-giving relationship. The only way you can get back what you desire is by taking Baby Steps. Don't let the guilt of who you used to be stop you from moving forward today. Don't let comparison of what your time with God used to look like hinder you from having it today in the midst of doing life.

Find moments and make them matter!

God's can show up and meet you with his presence anywhere...

....While nursing a little one - whisper to God your heart

....While waiting at sports practice - put down the phone and read His Word

...While cleaning the house - put on worship music and dance like David

...While Commuting to Work, Working out, Taking a walk, Making Dinner

Take Baby Steps back into His presence. Take Baby Steps toward your goals.

Challenge A - Student Binder

In my opinion getting your student set up for Challenge A is much easier that Foundations or Essentials. There is a set booklist, curriculum and your daily coursework is lined up for you in the Guide. The most challenging thing is figuring out how to organize your student so they can be successful and take owner ship of their work. This video shows one way to set up a student binder. Enjoy! 

IEW - History Based Writing Vocabulary

If you are diving into the world of IEW using the History Based Writing supplement make sure you get all you can out of the program.  Aside from great source texts and helpful checklists dont miss the Vocabulary. Andrew Pudewea says, " You can't get something out of the brain that hasn't been put in there first.  In this vlog I'll show how to the study and use the vocabulary during your writing times.