Curriculum is a very interesting thing. There are companies that market and publish materials solely for public schools, some that do the same for private schools, some that do the same for homeschoolers. There are also publishers that try to market and publish for more than one of the groups. Then, there are also companies who get noticed by homeschoolers, but do not avail themselves of that market.
Harcourt/Houghton Mifflin publishes the Saxon phonics and Saxon math curriculums. These are used by public, private, and home schools. Teacher's guides can be purchased for these curriculums by homeschoolers. Their public school materials on the other hand (which I use and buy used via Amazon) are generally more expensive than other homeschool alternatives. As a certified teacher, you can order curriculum from Harcourt and get the school price for the materials which is discounted from the regular price. The same goes for Macmillan/McGraw-Hill. If you are not a classroom, certified teacher, you cannot order teacher guides from the company. But, if you are a certified teacher, you can also get the school price.
Evan-Moor and EPS books are two other companies used both by classrooms and homeschoolers. The prices are the same for both. Evan-Moor does have a mailing list that sends out free shipping offers, I believe if you sign up for it on their website. Evan-Moor's books are great because they are reproducible and can be used for more than one child. They also have student books for a lower price on their website (these aren't sold on Amazon). I use their Daily Language Review and Daily Math Review to supplement my math curriculum because I use a mastery curriculum, rather than a spiral curriculum. If you haven't heard of EPS books, they are the company that publishes Explode the Code and Wordly Wise (both wonderful series). EPS is a great resource because their materials work for both learners both above and below grade level. Each of their series do not identify their books by grade levels, but rather by letters or numbers (which are not associated with grade levels).
Handwriting Without Tears is a company that I had assumed was geared towards homeschoolers. It is actually not. It is one of those companies that has written materials for the classroom setting that was noticed by homeschoolers. You can order their materials for your children directly through their website. This year, they came out with a preschool curriculum that includes three teacher guides for $20 each. Many of the other preschool materials are not affordable for the average homeschooler, like me. I recently inquired of the company to ask if the weekly plans from the teacher's guides would work for homeschoolers. My concern was that though the guides are affordable, would they need the other materials they sell in order to teach the lessons? Adding in all the other supplemental materials would make the preschool materials quite an expensive proposition. Based on the email I received, I believe they wouldn't work for homeschoolers. They are marketing and gearing their materials to classroom settings.
Up to this point, I have chosen to use many public school materials that I have found online. I have a list of what I'm searching for that I keep an eye out for all year long. I have a feeling that as we head into middle school, I am going to need to choose more texts for homeschooling simply because I will need the teacher's guides. Teacher's guides for homeschooling materials tend to be much (!) more affordable than the ones written for public school materials.
But, for now, Evan-Moor, EPS and Harcourt have a lot of books sitting on our shelves.
Tuesday, May 29, 2012
Sunday, May 27, 2012
Homeschool Health Curriculum
A friend of mine asked me about health curriculum for homeschooling last night, so I thought I'd write this post. I think that a lot of homeschoolers find themselves in the same pickle I've been in at times. In covering all of the essentials, the extras like Health and Art (which are required in our state) sometimes seem like extra burdens. I know this is why I use a textbook--it holds me accountable to the material. I'm not as diligent with unit studies at this point in my life as I wish I was. It is my weakness. If I planned the units ahead of time during summer or winter break, I might have greater success though. We all know ourselves. This is something I've known about myself.
I'm a textbook kind of person at this point in my life so it's been easier for me to use a health textbook. I did find one that I like a lot (and that my kids enjoy reading). It's Harcourt Health and Fitness (grades K-6). The K curriculum was the only one that was expensive (via Ebay for $40). There's a textbook and a workbook. For the text and workbook (used) on Amazon, first grade is only $8-9 (incl. shipping). So, it's affordable and the workbooks are reproducible.
In kindergarten, I originally tried Horizons' health curriculum. It was written for a classroom setting and was way too much work for kindergarten (for my daughter and for me).
Another way to teach health is to teach it the way many people teach art. Teach one or two units each year to all of your children at once. Here are the basic health topics in the curriculum I use: taking care of yourself, food pyramid/healthy eating, exercise, keeping safe, emergency safety, preventing illness, medicines and other drugs, and smoking and alcohol. I tried to find a homeschool curriculum online, but sometimes the web is overwhelming and I still can't find what I want. So, if you want to do a unit study, order one of the Harcourt books and use it as a guide to design a unit. It will help you know what to teach your children. I use a curriculum, because I realized that there is a lot more to health than meets the eye (ie. helping your children understand advertising and being a healthy consumer). What does it look like to teach a unit?
Choose a topic and set your learning goals.
Make an outline of the information/lessons you want your children to learn about the topic.
Choose a few learning activities to help your children learn. Here's a page with a great list of learning activities to choose from.
I do think all of the topics I listed for health are important. So, I'd divide them up over a few years or keep a list on hand of what I want them to know and talk to them about these topics as we're going through the year in addition to the specific topics chosen for that year.
I suspect this is what I will do when my children are in 7th and 8th--design a research project (or two) for them on one or more of the health topics I mentioned earlier.
In kindergarten, I originally tried Horizons' health curriculum. It was written for a classroom setting and was way too much work for kindergarten (for my daughter and for me).
Another way to teach health is to teach it the way many people teach art. Teach one or two units each year to all of your children at once. Here are the basic health topics in the curriculum I use: taking care of yourself, food pyramid/healthy eating, exercise, keeping safe, emergency safety, preventing illness, medicines and other drugs, and smoking and alcohol. I tried to find a homeschool curriculum online, but sometimes the web is overwhelming and I still can't find what I want. So, if you want to do a unit study, order one of the Harcourt books and use it as a guide to design a unit. It will help you know what to teach your children. I use a curriculum, because I realized that there is a lot more to health than meets the eye (ie. helping your children understand advertising and being a healthy consumer). What does it look like to teach a unit?
Choose a topic and set your learning goals.
Make an outline of the information/lessons you want your children to learn about the topic.
Choose a few learning activities to help your children learn. Here's a page with a great list of learning activities to choose from.
I do think all of the topics I listed for health are important. So, I'd divide them up over a few years or keep a list on hand of what I want them to know and talk to them about these topics as we're going through the year in addition to the specific topics chosen for that year.
I suspect this is what I will do when my children are in 7th and 8th--design a research project (or two) for them on one or more of the health topics I mentioned earlier.
Friday, May 25, 2012
Preschool Curriculum
Preschool is a fun, informal time for me and my kids in their schooling. I was like a lot of parents when Autumn was little. I was so anxious to get started with her education. My husband was anxious that I would be consistent with her schooling. So, of course I did far more than I needed and pushed too hard. But, I learned my lessons and Sami and Eli have had an easier time of it.
I started with two questions.
1) What does my child need to learn?
2) What curriculum should I use?
To answer #1, I found several assessment tools and a scope and sequence that really helped me know what my children needed to learn. I like the World Book Scope and Sequence's preschool list. World Book Preschool Scope and Sequence.
Assessments
Reading
Singapore
I started with two questions.
1) What does my child need to learn?
2) What curriculum should I use?
To answer #1, I found several assessment tools and a scope and sequence that really helped me know what my children needed to learn. I like the World Book Scope and Sequence's preschool list. World Book Preschool Scope and Sequence.
Assessments
Twice a year, I go through the list and put a date by the skills my child has learned. By
the end of preschool, they should be able to do all of the things on the list and be ready
for kindergarten. The list has helped me remember some things that I need to teach them that
I've forgotten.
I also use these assessments:
http://www.oklahomahomeschool.com/PreKKAssess.html
I also use this report card for PK and Kindergarten:
http://www.oklahomahomeschool.com/pdf%20documents/PreKRCard.pdf
Handwriting without tears also has some free Pre-K assessments on their website. You just
need to register for a free account to have access to them.
Curriculum
For curriculum, I've found several things that I love.
Here is the basic curriculum I use.
PreK-3 Curriculum
2 days/wk 15-20 min. at a time
I do one weekly activity from Slow
and Steady Get Me Ready. You can start with this book as young as you want. But, when my kids have been 1 and 2 I've always had my hands full. So, I start using it with PK3. The directions from the book are to do one activity a week from birth. Instead, I do 1 activity each time. A long time ago, I took the list of activities and compared them to a preschool scope and sequence and amazingly this book covers every one. The main things you need your child to learn in Preschool are to listen to and follow directions.
Reading/Alphabet
Hooked
on Phonics PK--I practice one letter each week.
Lots
of Read Alouds (Honey for a Child’s Heart)--My child picks out 2 read alouds they would like me to read each time.
Favorite
Read Alouds:
Spot
Books
Franklin Books (boy)
Maisy books (girls)
Hooray for Fish
Curious George
Do's and Don'ts
Authors...
Denise Fleming
Byron Barton
Richard Scarry
Steven Kellogg
Bible Storybooks
The Read Aloud Bible Stories by Ella Lindvall, v. 1-4
Bible Storybooks
The Read Aloud Bible Stories by Ella Lindvall, v. 1-4
PreK4
Curriculum
3 days/wk 30-45 min. at a time
Slow and Steady Get Me Ready--1 activity each session
5 min.
Letter
of the Week Bk1--1 letter a week (all year)
15 min.
Hooked on Phonics-PreK (fall)
5-7 min.
Get Ready for the Code (start in spring)
4 min.
Teach
Your Child to Read in 100 Easy Lessons--start when my child knows all of his/her letters (spring)--I prefer this book to others on the market. Reading is a whole discussion on it's own! There's a lot of different approaches out there.
5-10 min.
Handwriting
Handwriting without Tears Get Ready for School book (teacher's guide is helpful because it identifies the challenges with learning how to write and correct posture, etc.)
5 min.
Favorite
Read Alouds:
Biscuit
Collection
Curious
George Collection
20 min.
Science:
Child’s
Play (Singapore Science)
5-8 min.
This is also a great time to plant a sense of wonder. Go on hikes, make collections. Plant a garden together (my favorite gardening book for kids is out of print, titled Kids Garden!)
This is also a great time to plant a sense of wonder. Go on hikes, make collections. Plant a garden together (my favorite gardening book for kids is out of print, titled Kids Garden!)
Math:
Developing
Number Concepts Bk1--a great book! This is written for classroom teachers but it really helped me understand the math concepts my children needed to learn early on and explained their struggles with number sense.
10-15 min.
Bible
The Big Picture Bible (bedtime)
I really debated this year with Eli. I had all of the curriculum above. I saw a new curriculum that really appealed to me. I weighed the cost with how well what I have works. In the end, I concluded that it would be wiser to just use what I have. My list may seem long, but in practice it doesn't take long at all. My estimates above are on the high end. When you only have one student, it doesn't take long! My estimate totals about 40 min. plus read alouds.
Basically, you need an alphabet curriculum, a beginning reading curriculum (hooked on phonics, teach your child to read in 100 easy lessons, ordinary parent's guide to reading...), an introductory math curriculum, fun workbooks...
Every mom finds resources that they loves along the way and these are the ones I've found and have enjoyed!
Monday, May 21, 2012
Something to think about
I was going through some of the papers I'd saved from my classroom teaching last week and came across a paper with this quote:
How We Learn
10% of what we READ
20% of what we HEAR
30% of what we SEE
50% of what we SEE and HEAR
70% of what is DISCUSSED with OTHERS
80% of what is EXPERIENCED PERSONALLY
95% of what we TEACH TO SOMEONE ELSE
~William Glasser
I often will say that it is good for children to both hear something and see the text at the same time. This is why. This quote also reminds me of how important it is that we engage with our students and children about their schooling. They are far more likely to remember what they've learned if we do. It was a good reminder for me about how important it really is to engage with my children!
How We Learn
10% of what we READ
20% of what we HEAR
30% of what we SEE
50% of what we SEE and HEAR
70% of what is DISCUSSED with OTHERS
80% of what is EXPERIENCED PERSONALLY
95% of what we TEACH TO SOMEONE ELSE
~William Glasser
I often will say that it is good for children to both hear something and see the text at the same time. This is why. This quote also reminds me of how important it is that we engage with our students and children about their schooling. They are far more likely to remember what they've learned if we do. It was a good reminder for me about how important it really is to engage with my children!
Testing and Homeschooling
It was an interesting week for me. I walked into it apprehensive with certain ideas about testing. I walked out of it with very different ideas and comfortable administering standardized tests.
I have not had an overly positive perspective of testing because of my public school teaching background.
In the public schools, such huge importance is placed on the results of standardized tests. Teachers are judged by them. Students are judged by them. Teachers can lose their jobs by them. The problem though is that we are not all created the same. God didn't make us all equals. Our strengths are not identical! So, how can all children be judged by the same measure? Okay, now I'll get off my soap box. Knowing that I'll feel this way, you'll probably be surprised to hear how my adventure in testing turned out this week.
As this year was beginning, I thought about what I could contribute to the homeschool umbrella (oversight group) that I'm a part of. I knew I could qualify to be a tester so I thought I would propose that as my commitment to the umbrella. I applied to Bob Jones to be a tester and was approved to administer the ITBS and the Stanford tests.
As the year progressed, I felt more and more apprehensive about administering the ITBS. I even thought it would be better if I tested with some other folks first before I did it on my own. But, several moms wanted to test in the umbrella so I knew I needed to follow through! I talked to one gal who had conducted the testing for the umbrella before, but I was still anxious.
I took one step at a time and trusted the Lord. I ordered my daughter's test and emailed the other families the ordering information they needed. Everyone got their orders in and I waited. The week before our scheduled testing date, the tests arrived. I checked the box to make sure everything was in it and looked over the instructions that Bob Jones sent. Then, I set aside the box until the morning of the tests. I scheduled the tests to go over 4 days (it was the ITBS plus the CogAt--Cognitive Abilities test).
The first morning I was nervous, but after everyone sat down, I passed out the tests. And we got started. I followed the directions and the students took their tests. I also saw that the Lord was right there alongside me. I don't believe in chance. I believe that the Lord is in control. So, there were some neat things I saw happen and several lessons I learned.
1) When I sat students down, I made sure that no one was sitting by anyone who was taking the same grade test. Only two students were at the same large table taking the same grade test and I put a vase of flowers in the center of the table. This worked well.
2) Next time, I will ask parents ahead of time if their children are quick readers or if it takes them longer to read what they need to. I am thankful that the students who were the quickest to finish all were at the same table. It is discouraging to students if everyone always finishes ahead of them.
3) On the last day, I heard one student comment about how easy a test was. I hadn't heard this discussion earlier in the week, though I wish I had! I addressed it with the whole group. I explained that we all have different strengths. One test may be easier for someone and harder for another, but the opposite may be true for another test. When we say things like that, it can make other people feel bad. We may not mean to, but we say things about how easy something is simply without thinking of others. I gave them two examples of this. 1. I did the same thing when I was in 8th grade and several girls told me never to talk to them. I didn't realize what I was doing and that it bothered them so much. 2. My husband knew just where the A/C filter was and I had no clue! But, I painted the walls and painted straight lines around the ceiling without tape. Different people, different strengths.
4) Put a piece of paper between the front and back of the test, so that the pencil lead doesn't bleed through onto the back during the test.
5) Teach them how to fill in a bubble. Make circular motions to fill the circles in without going outside of them.
6) Don't pack the schedule too tight. Stop by 12:30 p.m. The morning is the best time for testing.
7) Explain the difference between social studies and history. Both subjects are intended to help students understand their world. Social studies starts from the student out. Picture a bulls-eye. Individual, community, city, state, country, world. History starts at a certain point in history and moves forward chronologically. Many homeschool students study history rather than social studies (like public schools) so the social studies test will be very foreign to them.
As for the benefits of testing? Is it a worthwhile experience? Yes. Definitely, yes. I would recommend testing to homeschoolers. I don't want my school district to have records on my child (it's not required in my state), so I am willing to pay for the test myself. It's free if I wanted them to take our state's tests.
What do I see as the benefits?
The state looks to the tests for the results--to tell how students are doing and what they know. I actually think the tests are a poor assessment of this. I wouldn't look to the ITBS or the Stanford 10 to do this. I watched all of the students. I observed them.
So, if not the results, why would I want to test?
1) Learning how to fill in the circles. They are going to take tests all of their lives and they actually need to know how to do this and practice it.
2) They need to practice taking timed tests in a non-stress environment when grades and other things (ie. college entrance) are not dependent upon the results. It will help them feel more comfortable down the road when the stress is there.
3) They need to understand how to take a test. For example, two of the students whispered to themselves out loud during a math test to themselves without realizing it. I spoke with each of them to tell them to stop. But, they needed to know they did this. Homeschooling is different than the classroom setting and sometimes as moms we don't know what will happen in a classroom setting.
4) They need to experience a classroom setting for testing like they will many, many times down the road. They need to learn not to look at other people's tests and not be concerned about how others are doing.
5) They need to learn how to think of others and not go on and on about a test if it is easy for them.
6) It is good for them to practice switching gears quickly between questions and the topics being tested.
7) It is good for them to be surprised by something they don't know how to do and learn to try the problems. This will happen to them over and over in different settings and environments. One of the biggest weaknesses I saw in my students in school was the inability and even refusal to try a problem they hadn't seen before.
8) The same types of problems on these tests will be on the SAT/ACT and other standardized tests down the road if they go to college. As homeschoolers, we don't teach to the test and so our students are usually unfamiliar with the way they ask the questions and they types of questions they ask.
9) A real test is more valuable than a practice test (also available from Bob Jones) for reason #7. A practice test mitigates this experience and challenge. It may give more accurate results of the knowledge they have, but it depends on what your purposes for testing are.
10) The results can be helpful. It can give you an idea of how your children do on standardized assessments. I wouldn't put a huge amount of stock in them, but they can give you ballpark ideas.
11) I shared with my students about when to guess and when not to, what an educated guess is, and that you need to know if guessing penalizes you or not. If guessing penalizes you (if the answer is wrong), then don't guess unless you can narrow down the choices.
12) You and your children need to know that you don't have to be afraid of standardized tests. As homeschoolers, we are very apprehensive, often with good reason, about our competence as homeschoolers being judged by the results of tests our children take. I was a public school teacher and the reality is that many public school teachers do feel threatened by homeschoolers. There is the unspoken statement that parents think they can do a better job than the teachers--that's why they are homeschooling. This threatens public school teachers security in their jobs. We also take funding away from the schools in our areas when we keep our children home--since they receive funding based on the number of students in their schools. I remember asking a reading specialist at a local school for suggestions about how to help my daughter who reads way to fast and skips words. I was amazed at how quickly I felt defensive and insecure I felt about my homeschooling because of how this teacher spoke to me. I even have my master's degree in education and am a licensed teacher! I still felt insecure. I have never forgotten this experience, though it happened 2 years ago. All that to say, we don't need to be afraid. We are teaching our children and if our children are severely deficit in some skill it will come out on the test. That is a good thing! Then we can address it and remediate it by using a supplement to our curriculum or adding a few lessons to help our students in a weak area.
12) It is good for students to test in a safe environment that is not their home and listen to other adults. It's good practice and a good experience.
So, those are my very long thoughts about why it is a valuable experience for students to test. If your state doesn't require testing, I'd encourage you to think about it. It isn't necessary every year. Public Schools only test every other year. And I wouldn't test before third grade.
One last note, I would recommend the ITBS over the Stanford tests because the Stanford is no longer timed and I think that's one of the positive benefits of the experience of testing. Also, grades 3-9 can be tested together for the ITBS, but the Stanford has smaller testing grade groups. It's easier to manage the ITBS.
I have not had an overly positive perspective of testing because of my public school teaching background.
In the public schools, such huge importance is placed on the results of standardized tests. Teachers are judged by them. Students are judged by them. Teachers can lose their jobs by them. The problem though is that we are not all created the same. God didn't make us all equals. Our strengths are not identical! So, how can all children be judged by the same measure? Okay, now I'll get off my soap box. Knowing that I'll feel this way, you'll probably be surprised to hear how my adventure in testing turned out this week.
As this year was beginning, I thought about what I could contribute to the homeschool umbrella (oversight group) that I'm a part of. I knew I could qualify to be a tester so I thought I would propose that as my commitment to the umbrella. I applied to Bob Jones to be a tester and was approved to administer the ITBS and the Stanford tests.
As the year progressed, I felt more and more apprehensive about administering the ITBS. I even thought it would be better if I tested with some other folks first before I did it on my own. But, several moms wanted to test in the umbrella so I knew I needed to follow through! I talked to one gal who had conducted the testing for the umbrella before, but I was still anxious.
I took one step at a time and trusted the Lord. I ordered my daughter's test and emailed the other families the ordering information they needed. Everyone got their orders in and I waited. The week before our scheduled testing date, the tests arrived. I checked the box to make sure everything was in it and looked over the instructions that Bob Jones sent. Then, I set aside the box until the morning of the tests. I scheduled the tests to go over 4 days (it was the ITBS plus the CogAt--Cognitive Abilities test).
The first morning I was nervous, but after everyone sat down, I passed out the tests. And we got started. I followed the directions and the students took their tests. I also saw that the Lord was right there alongside me. I don't believe in chance. I believe that the Lord is in control. So, there were some neat things I saw happen and several lessons I learned.
1) When I sat students down, I made sure that no one was sitting by anyone who was taking the same grade test. Only two students were at the same large table taking the same grade test and I put a vase of flowers in the center of the table. This worked well.
2) Next time, I will ask parents ahead of time if their children are quick readers or if it takes them longer to read what they need to. I am thankful that the students who were the quickest to finish all were at the same table. It is discouraging to students if everyone always finishes ahead of them.
3) On the last day, I heard one student comment about how easy a test was. I hadn't heard this discussion earlier in the week, though I wish I had! I addressed it with the whole group. I explained that we all have different strengths. One test may be easier for someone and harder for another, but the opposite may be true for another test. When we say things like that, it can make other people feel bad. We may not mean to, but we say things about how easy something is simply without thinking of others. I gave them two examples of this. 1. I did the same thing when I was in 8th grade and several girls told me never to talk to them. I didn't realize what I was doing and that it bothered them so much. 2. My husband knew just where the A/C filter was and I had no clue! But, I painted the walls and painted straight lines around the ceiling without tape. Different people, different strengths.
4) Put a piece of paper between the front and back of the test, so that the pencil lead doesn't bleed through onto the back during the test.
5) Teach them how to fill in a bubble. Make circular motions to fill the circles in without going outside of them.
6) Don't pack the schedule too tight. Stop by 12:30 p.m. The morning is the best time for testing.
7) Explain the difference between social studies and history. Both subjects are intended to help students understand their world. Social studies starts from the student out. Picture a bulls-eye. Individual, community, city, state, country, world. History starts at a certain point in history and moves forward chronologically. Many homeschool students study history rather than social studies (like public schools) so the social studies test will be very foreign to them.
As for the benefits of testing? Is it a worthwhile experience? Yes. Definitely, yes. I would recommend testing to homeschoolers. I don't want my school district to have records on my child (it's not required in my state), so I am willing to pay for the test myself. It's free if I wanted them to take our state's tests.
What do I see as the benefits?
The state looks to the tests for the results--to tell how students are doing and what they know. I actually think the tests are a poor assessment of this. I wouldn't look to the ITBS or the Stanford 10 to do this. I watched all of the students. I observed them.
So, if not the results, why would I want to test?
1) Learning how to fill in the circles. They are going to take tests all of their lives and they actually need to know how to do this and practice it.
2) They need to practice taking timed tests in a non-stress environment when grades and other things (ie. college entrance) are not dependent upon the results. It will help them feel more comfortable down the road when the stress is there.
3) They need to understand how to take a test. For example, two of the students whispered to themselves out loud during a math test to themselves without realizing it. I spoke with each of them to tell them to stop. But, they needed to know they did this. Homeschooling is different than the classroom setting and sometimes as moms we don't know what will happen in a classroom setting.
4) They need to experience a classroom setting for testing like they will many, many times down the road. They need to learn not to look at other people's tests and not be concerned about how others are doing.
5) They need to learn how to think of others and not go on and on about a test if it is easy for them.
6) It is good for them to practice switching gears quickly between questions and the topics being tested.
7) It is good for them to be surprised by something they don't know how to do and learn to try the problems. This will happen to them over and over in different settings and environments. One of the biggest weaknesses I saw in my students in school was the inability and even refusal to try a problem they hadn't seen before.
8) The same types of problems on these tests will be on the SAT/ACT and other standardized tests down the road if they go to college. As homeschoolers, we don't teach to the test and so our students are usually unfamiliar with the way they ask the questions and they types of questions they ask.
9) A real test is more valuable than a practice test (also available from Bob Jones) for reason #7. A practice test mitigates this experience and challenge. It may give more accurate results of the knowledge they have, but it depends on what your purposes for testing are.
10) The results can be helpful. It can give you an idea of how your children do on standardized assessments. I wouldn't put a huge amount of stock in them, but they can give you ballpark ideas.
11) I shared with my students about when to guess and when not to, what an educated guess is, and that you need to know if guessing penalizes you or not. If guessing penalizes you (if the answer is wrong), then don't guess unless you can narrow down the choices.
12) You and your children need to know that you don't have to be afraid of standardized tests. As homeschoolers, we are very apprehensive, often with good reason, about our competence as homeschoolers being judged by the results of tests our children take. I was a public school teacher and the reality is that many public school teachers do feel threatened by homeschoolers. There is the unspoken statement that parents think they can do a better job than the teachers--that's why they are homeschooling. This threatens public school teachers security in their jobs. We also take funding away from the schools in our areas when we keep our children home--since they receive funding based on the number of students in their schools. I remember asking a reading specialist at a local school for suggestions about how to help my daughter who reads way to fast and skips words. I was amazed at how quickly I felt defensive and insecure I felt about my homeschooling because of how this teacher spoke to me. I even have my master's degree in education and am a licensed teacher! I still felt insecure. I have never forgotten this experience, though it happened 2 years ago. All that to say, we don't need to be afraid. We are teaching our children and if our children are severely deficit in some skill it will come out on the test. That is a good thing! Then we can address it and remediate it by using a supplement to our curriculum or adding a few lessons to help our students in a weak area.
12) It is good for students to test in a safe environment that is not their home and listen to other adults. It's good practice and a good experience.
So, those are my very long thoughts about why it is a valuable experience for students to test. If your state doesn't require testing, I'd encourage you to think about it. It isn't necessary every year. Public Schools only test every other year. And I wouldn't test before third grade.
One last note, I would recommend the ITBS over the Stanford tests because the Stanford is no longer timed and I think that's one of the positive benefits of the experience of testing. Also, grades 3-9 can be tested together for the ITBS, but the Stanford has smaller testing grade groups. It's easier to manage the ITBS.
Tuesday, May 15, 2012
What will my life sound like when I'm gone?
I suppose that's a very strange question to ask myself, but I started reading a book this morning that made me think about it. I'm reading the fourth and final collection of Anne Morrow Lindbergh's letters. The editor, one of her sons, writes of how she made carbon copies of everything she wrote, as did her husband. She was a diligent record keeper. I puzzled about this when I read his descriptions of her writing habits.
I have only just begun to read the book and I am hoping that my understanding of her habits will grow as I read more of it. But, I am very struck by the value she placed on her own thoughts and writings--and the value she assumed others would place on these writings.
The other thought that struck me was how she talks about God. Her statements remind me of how my own grandmother viewed God. I do not get the sense yet that she had a relationship with God. She tells her children Bible stories, identifies that ability we have to forgive one another is the touch of God in each one of us, that God had mercy on her when she miscarried. It is not my place at all to judge what her relationship with God was like. He knows. I don't.
But, it made me think about whether God is a part of my conversations. If someone were to read things I wrote--would they know that I love the Lord? Would they know that I believe in Jesus? Would they know that I love others with the love that He has given me? What would someone think?
What would someone think of me and the things I say? I hope that they would hear my heart in the things I write and have written.
I have only just begun to read the book and I am hoping that my understanding of her habits will grow as I read more of it. But, I am very struck by the value she placed on her own thoughts and writings--and the value she assumed others would place on these writings.
The other thought that struck me was how she talks about God. Her statements remind me of how my own grandmother viewed God. I do not get the sense yet that she had a relationship with God. She tells her children Bible stories, identifies that ability we have to forgive one another is the touch of God in each one of us, that God had mercy on her when she miscarried. It is not my place at all to judge what her relationship with God was like. He knows. I don't.
But, it made me think about whether God is a part of my conversations. If someone were to read things I wrote--would they know that I love the Lord? Would they know that I believe in Jesus? Would they know that I love others with the love that He has given me? What would someone think?
What would someone think of me and the things I say? I hope that they would hear my heart in the things I write and have written.
Sunday, May 13, 2012
How do you live your life?
Periodically, I think about facebook and miss knowing how people are (it's been 2 or 3 months since I deleted my account). The reason it came to mind last week is that I realized I haven't seen pictures of our nieces and nephews for a while and I miss seeing how they're doing. But, it came to mind this morning in light of one of the effects I started to see on my thinking the longer I'd been on facebook.
I had a thought provoking conversation with a friend today at church. My friend explained to me the reason why her husband didn't want their kids to have digital cameras yet. He desires for his children not to live their lives through a camera. I came home and discussed this with my husband. He and I discussed the effect that constant picture taking can potentially have on one's life. I don't have a name for this effect, but my husband articulated it this way. He said our desire to take pictures can have several purposes. One of those purposes can be a creative outlet--an artistic expression. Another purpose can be to "document our lives". On the face of it, that doesn't sound like a bad thing. We all want to remember what has happened and pictures can help us do that.
But, we can also get caught living our lives through the lens of a camera--rather than really living it. Taking a picture, posting it, and having people comment (either positive or negative) does not validate the event. It doesn't make whatever has happened more meaningful or worthy of rememberance. But, when we document everything and get praise for that documentation, a cycle can begin. That cycle is one of the desire for positive affirmation of the memory.
I think this affirmation is especially alluring to stay at home moms. We are the only ones who often witness the milestones of our children's lives when we are home with them. It's been interesting having my mom live with us, because she gets to experience those milestones alongside me while my husband is at work. And I have to admit that it increases my enjoyment to get to share the things that happen with her as they happen.
But, there's a fine line. Our enjoyment should ideally be first in the moment and then second as we share with others--whether by email, picture, text, etc. If our enjoyment isn't first in the physical moment on our own, then we won't be fully present. For me, it is a slippery slope. It was a slippery slope.
What was once an artificial reality is now truly considered part of our everyday reality--email, facebook, texting... Many people, I think, consider the relationships built over these medium every bit as real as the relationships they maintain with people in person. But, there are some dangerous consequences to this. We can start to put priority on those relationships over the ones near us. They are convenient and make us feel valued. My husband jokingly calls the computer our "Skinner box", named for B.F. Skinner. I believe he read this phrase in a book written by Alan Jacobs. Skinner's idea was that rather than continual rewards, intermittent rewards are actually more effective at changing behavior. Email and facebook fit that reward system to a tee!
But, back to the picture taking idea. Next year, I'm planning on teaching my children about photography. I love to see God's creation through the lens of my camera. That is my primary purpose in taking pictures. But, I do take pictures to help me remember people and capture expressions. It doesn't make my life more meaningful because it's documented, but I'm interested to see what lessons God has for us as we embark on that adventure next year!
I had a thought provoking conversation with a friend today at church. My friend explained to me the reason why her husband didn't want their kids to have digital cameras yet. He desires for his children not to live their lives through a camera. I came home and discussed this with my husband. He and I discussed the effect that constant picture taking can potentially have on one's life. I don't have a name for this effect, but my husband articulated it this way. He said our desire to take pictures can have several purposes. One of those purposes can be a creative outlet--an artistic expression. Another purpose can be to "document our lives". On the face of it, that doesn't sound like a bad thing. We all want to remember what has happened and pictures can help us do that.
But, we can also get caught living our lives through the lens of a camera--rather than really living it. Taking a picture, posting it, and having people comment (either positive or negative) does not validate the event. It doesn't make whatever has happened more meaningful or worthy of rememberance. But, when we document everything and get praise for that documentation, a cycle can begin. That cycle is one of the desire for positive affirmation of the memory.
I think this affirmation is especially alluring to stay at home moms. We are the only ones who often witness the milestones of our children's lives when we are home with them. It's been interesting having my mom live with us, because she gets to experience those milestones alongside me while my husband is at work. And I have to admit that it increases my enjoyment to get to share the things that happen with her as they happen.
But, there's a fine line. Our enjoyment should ideally be first in the moment and then second as we share with others--whether by email, picture, text, etc. If our enjoyment isn't first in the physical moment on our own, then we won't be fully present. For me, it is a slippery slope. It was a slippery slope.
What was once an artificial reality is now truly considered part of our everyday reality--email, facebook, texting... Many people, I think, consider the relationships built over these medium every bit as real as the relationships they maintain with people in person. But, there are some dangerous consequences to this. We can start to put priority on those relationships over the ones near us. They are convenient and make us feel valued. My husband jokingly calls the computer our "Skinner box", named for B.F. Skinner. I believe he read this phrase in a book written by Alan Jacobs. Skinner's idea was that rather than continual rewards, intermittent rewards are actually more effective at changing behavior. Email and facebook fit that reward system to a tee!
But, back to the picture taking idea. Next year, I'm planning on teaching my children about photography. I love to see God's creation through the lens of my camera. That is my primary purpose in taking pictures. But, I do take pictures to help me remember people and capture expressions. It doesn't make my life more meaningful because it's documented, but I'm interested to see what lessons God has for us as we embark on that adventure next year!
Friday, May 11, 2012
Encouraging Song
I heard this song a few days ago on Pandora and loved it. One of the downsides of living in a society that has so much is that discontentment runs rampant and is quite contagious in our society. I find myself fighting it regularly. Recently my husband and I rewatched Office Space (which I don't recommend). As with many movies, it was a lot worse than we remembered. (Our memories had become selective about what we remembered from the movie.) The plot centers around a group of employees who complain about where they work and don't like it--which is admittedly crummy. Anyways, I heard this song and loved it.
I actually do thank God for parking places! I love to thank God for the little things. Often life is not the way I want to be, but I trust Him and His plans. I hope this song will encourage you too.
PS I did purchase this album via Amazon's MP3 download store and I like it a lot!
I actually do thank God for parking places! I love to thank God for the little things. Often life is not the way I want to be, but I trust Him and His plans. I hope this song will encourage you too.
PS I did purchase this album via Amazon's MP3 download store and I like it a lot!
Wednesday, May 9, 2012
Corduroy Writes a Letter
Several years ago, I bought a book at a garage sale titled Corduroy Writes a Letter. We've read it many times over the past few years. The plot of the book centers on Corduroy who writes several letters to people. They listen and fix the broken sign, add more sprinkles back to the cupcakes, etc.
I'm one of those people that's a little like Corduroy. If there's something I'm concerned about, then I write a letter to the editor about it. If I buy something at the store that is bad, then I call the customer service line and let them know--I don't want anyone to get sick from something. If something doesn't work, I call the customer service for the company and let them know. I will say that I also call if something works really well! I compliment employees and am glad to give praise.
So, when Autumn discovered that Dove chocolates didn't put sayings in their Valentine's candies, she was quite disappointed. I encouraged her to write a letter. She did.
She also got one in return. I was quite surprised by it, though. I think you'll understand why from this excerpt:
"Unfortunately mars Chocolate North America doesn't accept any ideas from outside of our company. We have a very creative Research and Development department that works on developing new and exciting products for consumers to enjoy. A lot of time goes into manufacturing and marketing a new product idea, sometimes even years before a finished product is introduced. It is important ot everyone at Mars Chocolate North America that our finished products are perfect!"
I had two reactions to this letter.
1) As I read the letter, I pictured the world of Huxley's Brave New World. I know that sounds horrible, but this paragraph made me feel like a little marionette. The marketers market, and I'm expected to act like a puppy dog and lap it up. Blech! I suppose I'm a bit extreme in my reaction, but the words were so cloyingly sweet and fake that I reacted strongly.
2) All they really needed to say was thanks for the suggestion. My 8 year old daughter didn't really need to read a politically correct letter of rejection. This letter is the stuff that feeds cynicism about our world and the corporate climate we live in. My husband saw it as a good thing, though. He felt it conveys to Autumn something about the real world.
So, if you're thinking about a similar assignment, I'd caution you to 1) not write to Mars Chocolate or 2) not to mail the letter. There's my cynicism already creeping in. I'm sorry.
I'm one of those people that's a little like Corduroy. If there's something I'm concerned about, then I write a letter to the editor about it. If I buy something at the store that is bad, then I call the customer service line and let them know--I don't want anyone to get sick from something. If something doesn't work, I call the customer service for the company and let them know. I will say that I also call if something works really well! I compliment employees and am glad to give praise.
So, when Autumn discovered that Dove chocolates didn't put sayings in their Valentine's candies, she was quite disappointed. I encouraged her to write a letter. She did.
She also got one in return. I was quite surprised by it, though. I think you'll understand why from this excerpt:
"Unfortunately mars Chocolate North America doesn't accept any ideas from outside of our company. We have a very creative Research and Development department that works on developing new and exciting products for consumers to enjoy. A lot of time goes into manufacturing and marketing a new product idea, sometimes even years before a finished product is introduced. It is important ot everyone at Mars Chocolate North America that our finished products are perfect!"
I had two reactions to this letter.
1) As I read the letter, I pictured the world of Huxley's Brave New World. I know that sounds horrible, but this paragraph made me feel like a little marionette. The marketers market, and I'm expected to act like a puppy dog and lap it up. Blech! I suppose I'm a bit extreme in my reaction, but the words were so cloyingly sweet and fake that I reacted strongly.
2) All they really needed to say was thanks for the suggestion. My 8 year old daughter didn't really need to read a politically correct letter of rejection. This letter is the stuff that feeds cynicism about our world and the corporate climate we live in. My husband saw it as a good thing, though. He felt it conveys to Autumn something about the real world.
So, if you're thinking about a similar assignment, I'd caution you to 1) not write to Mars Chocolate or 2) not to mail the letter. There's my cynicism already creeping in. I'm sorry.
Friday, April 20, 2012
Remembering My Friend
Yesterday, I went to the funeral of a woman who mentored me for 3 years, until she was diagnosed with alzheimer's. At that point, she was told that she had 3 more years before it would get bad. That didn't turn out to be the case. Within 2 months she was living in a nursing home in an alzheimer's unit.
I remember something she said to me shortly after she was there. She looked at me tearfully and expressed that she was concerned about what she would say to people when she got to the point where she didn't know what she was saying. She loved people deeply with the love of Christ. I reassured her that God knew her fear and that what was in her heart--love--would come out.
As I listened to the pastor speak at her funeral, I pondered the song on my heart.
What Wondrous Love Is This
What wondrous love is this, O my soul, O my soul!
What wondrous love is this, O my soul!
What wondrous love is this
That caused the Lord of bliss
To bear the dreadful curse for my soul, for my soul,
To bear the dreadful curse for my soul!
When I was sinking down, sinking down, sinking down,
When I was sinking down, sinking down,
When I was sinking down
Beneath God’s righteous frown,
Christ laid aside His crown for my soul for my soul,
Christ laid aside His crown for my soul.
To God and to the Lamb I will sing, I will sing;
To God and to the Lamb I will sing;
To God and to the Lamb,
Who is the great I AM,
While millions join the theme, I will sing, I will sing,
While millions join the theme, I will sing.
And when from death I’m free, I’ll sing on, I’ll sing on;
And when from death I’m free, I’ll sing on.
And when from death I’m free
I’ll sing His love for me,
And through eternity I’ll sing on, I’ll sing on,
And through eternity I’ll sing on.
I only remembered the first two lines and felt I needed to take the music with me to the funeral. There was an opportunity to speak and so I did. I am glad I did. I sang the first two lines and the last verse. I realized as he spoke that this verse said what my friend wished for.
She was a lovely, dear woman who filled a hole in my heart.
There's another story I want to share. A friend of mine once told me a story that has stayed with me every since. A relative of hers who was bitter in life was bitter in her last months of life as she wasted away from sickness. My friend grieved for the pain and for the bitter words that were spewing out of the mouth of the person who was sick. She asked the hospice nurse if everyone is like this when they die. The nurse said no. She said that what is in the heart comes out at the end.
My dear, lovely friend... I spoke with a woman at the funeral who had been to see her just a few weeks ago. She said she was in such horrible pain and yet she didn't cry out or act in anger. Instead, she was still concerned about those helping her. She still loved people with all that she was able to. She loved them with the strength of Christ's love. The Lord knew her heart's desire.
When faced with a wrong done to us, we have two choices. To forgive and love, or to exact a price from another and from ourselves in the form of bitterness. My friend's life reminds me to choose God's ways and not my own.
I am blessed to have had this woman in my life.
I remember something she said to me shortly after she was there. She looked at me tearfully and expressed that she was concerned about what she would say to people when she got to the point where she didn't know what she was saying. She loved people deeply with the love of Christ. I reassured her that God knew her fear and that what was in her heart--love--would come out.
As I listened to the pastor speak at her funeral, I pondered the song on my heart.
What Wondrous Love Is This
What wondrous love is this, O my soul, O my soul!
What wondrous love is this, O my soul!
What wondrous love is this
That caused the Lord of bliss
To bear the dreadful curse for my soul, for my soul,
To bear the dreadful curse for my soul!
When I was sinking down, sinking down, sinking down,
When I was sinking down, sinking down,
When I was sinking down
Beneath God’s righteous frown,
Christ laid aside His crown for my soul for my soul,
Christ laid aside His crown for my soul.
To God and to the Lamb I will sing, I will sing;
To God and to the Lamb I will sing;
To God and to the Lamb,
Who is the great I AM,
While millions join the theme, I will sing, I will sing,
While millions join the theme, I will sing.
And when from death I’m free, I’ll sing on, I’ll sing on;
And when from death I’m free, I’ll sing on.
And when from death I’m free
I’ll sing His love for me,
And through eternity I’ll sing on, I’ll sing on,
And through eternity I’ll sing on.
I only remembered the first two lines and felt I needed to take the music with me to the funeral. There was an opportunity to speak and so I did. I am glad I did. I sang the first two lines and the last verse. I realized as he spoke that this verse said what my friend wished for.
She was a lovely, dear woman who filled a hole in my heart.
There's another story I want to share. A friend of mine once told me a story that has stayed with me every since. A relative of hers who was bitter in life was bitter in her last months of life as she wasted away from sickness. My friend grieved for the pain and for the bitter words that were spewing out of the mouth of the person who was sick. She asked the hospice nurse if everyone is like this when they die. The nurse said no. She said that what is in the heart comes out at the end.
My dear, lovely friend... I spoke with a woman at the funeral who had been to see her just a few weeks ago. She said she was in such horrible pain and yet she didn't cry out or act in anger. Instead, she was still concerned about those helping her. She still loved people with all that she was able to. She loved them with the strength of Christ's love. The Lord knew her heart's desire.
When faced with a wrong done to us, we have two choices. To forgive and love, or to exact a price from another and from ourselves in the form of bitterness. My friend's life reminds me to choose God's ways and not my own.
I am blessed to have had this woman in my life.
Monday, April 16, 2012
Rambling Babbling Brook
I am
A rambling,
Babbling brook
Bubbling over bumps
Jumping into the air
And coming back down
Seemingly disconnected
Yet always connected
By a thin stream
Of water
Settling into small pools
For a moment
Quiet
If too L o n g
Stagnancy comes.
Looking for a way out
Finding one--
Moving again.
Off and Rambling again.
A rambling,
Babbling brook
Bubbling over bumps
Jumping into the air
And coming back down
Seemingly disconnected
Yet always connected
By a thin stream
Of water
Settling into small pools
For a moment
Quiet
If too L o n g
Stagnancy comes.
Looking for a way out
Finding one--
Moving again.
Off and Rambling again.
Does it Matter Who the Publisher is?
Yesterday, a friend of mine asked me a question at church. She had been given a pamphlet published by the Cumberland Presbyterian Church in America denomination. She asked me if I knew anything about the church. She and I both had assumed it was just one church. It's actually not, it's a denomination. A century ago it was larger than the PC(USA) denomination actually. So, I started to try and figure out what they believed.
It might seem strange that I would do this, but I've discovered over the past few years that it matters who publishes a book--especially it is the publisher from a denomination. What the denomination believes shapes what they will publish. Many denominations take a very liberal view of scripture and that's going to be reflected in how the authors they publish interpret scripture--whether they take the whole Word to be the inerrant Word of God, whether they believe that the Truth can be found solely in God's Word or also in historical and current experience of life, who's words they believe are on par with the books of the Bible, what they believe is required for salvation...
What I'm realizing more and more is that the nuances of how an author interprets scripture can twist how It is interpreted. I think we have to be really careful about what we read and chew on.
I've also been facing this in a secular book I have to read. I've been having a hard time with the poetry book I have to read for my college class. The book is all about how to teach poetry to children. Over and over, the book refers to how children can find "the truth" inside themselves through poetry. Honestly, it all sounds very nice and even okay. I'm sure many people would say I'm being picky. The problem I'm having is that I'm starting to see this all the time in books that I read for children--the authors are communicating the message to children that the truth and meaning of life can be found in their own hearts--without God being a part of the picture.
I feel that way about how some books talk about God. The focus is on what people want to hear, not on what they don't. I had a disconcerting conversation on Friday about submission with a gal who is a pastor of a church with her husband. As I mentioned submission, she kept coming back to how we need to submit to God first and if the husband is loving his wife as Christ loves his church, then there's nothing to worry about when it comes to submission. I tried to come back and point out that the other verses don't negate the importance of a wife submitting to her husband. But, she kept adamantly going back to the other. I let it go. I realized that she and I saw scripture differently. Her view is a prevalent one that I hear from the Christian media a lot and in churches we've attended over the years. Submission is either avoided or it's addressed in the context of "mutual submission". Over the past 10 years, I've become very convicted that it is is in the Word and that it is my rebellious heart that makes me want to avoid it. Cindy Easley has a great chapter on why submission is so hard at the beginning of her book Dancing With the One You Love: Submission in the Real World. It is the first book on this issue that I feel comfortable recommending. I also recently ordered a Bible study by Cynthia Heald that addresses submission that I'm looking forward to reading.
Submission is one of the issues that I see differs a lot among publishers and the studies/books they publish. Another is the role of women in the church and family. Another is the belief of who they think should be pastors and elders in churches. These issues are all rooted in how one interprets scripture--whether one takes the whole or parts. I did inquire of a woman pastor once how she interpreted scripture. She explained that she takes the parts that are encouraging to her--the culturally relevant portions--and not the parts that aren't. Her comments to me reinforced to me why I think we have to be careful about what we read, because the reasoning is often very smooth and looks, tastes, sounds, and feels like the real thing--except it's not. The Truth is in God's Word.
Please forgive the jumping around of this entry. I'm realizing that is just how I feel this morning and that I need to get going... kids to wake up, school to do, lessons to plan, ducts being cleaned this afternoon, a phone call appointment... I better get going!
It might seem strange that I would do this, but I've discovered over the past few years that it matters who publishes a book--especially it is the publisher from a denomination. What the denomination believes shapes what they will publish. Many denominations take a very liberal view of scripture and that's going to be reflected in how the authors they publish interpret scripture--whether they take the whole Word to be the inerrant Word of God, whether they believe that the Truth can be found solely in God's Word or also in historical and current experience of life, who's words they believe are on par with the books of the Bible, what they believe is required for salvation...
What I'm realizing more and more is that the nuances of how an author interprets scripture can twist how It is interpreted. I think we have to be really careful about what we read and chew on.
I've also been facing this in a secular book I have to read. I've been having a hard time with the poetry book I have to read for my college class. The book is all about how to teach poetry to children. Over and over, the book refers to how children can find "the truth" inside themselves through poetry. Honestly, it all sounds very nice and even okay. I'm sure many people would say I'm being picky. The problem I'm having is that I'm starting to see this all the time in books that I read for children--the authors are communicating the message to children that the truth and meaning of life can be found in their own hearts--without God being a part of the picture.
I feel that way about how some books talk about God. The focus is on what people want to hear, not on what they don't. I had a disconcerting conversation on Friday about submission with a gal who is a pastor of a church with her husband. As I mentioned submission, she kept coming back to how we need to submit to God first and if the husband is loving his wife as Christ loves his church, then there's nothing to worry about when it comes to submission. I tried to come back and point out that the other verses don't negate the importance of a wife submitting to her husband. But, she kept adamantly going back to the other. I let it go. I realized that she and I saw scripture differently. Her view is a prevalent one that I hear from the Christian media a lot and in churches we've attended over the years. Submission is either avoided or it's addressed in the context of "mutual submission". Over the past 10 years, I've become very convicted that it is is in the Word and that it is my rebellious heart that makes me want to avoid it. Cindy Easley has a great chapter on why submission is so hard at the beginning of her book Dancing With the One You Love: Submission in the Real World. It is the first book on this issue that I feel comfortable recommending. I also recently ordered a Bible study by Cynthia Heald that addresses submission that I'm looking forward to reading.
Submission is one of the issues that I see differs a lot among publishers and the studies/books they publish. Another is the role of women in the church and family. Another is the belief of who they think should be pastors and elders in churches. These issues are all rooted in how one interprets scripture--whether one takes the whole or parts. I did inquire of a woman pastor once how she interpreted scripture. She explained that she takes the parts that are encouraging to her--the culturally relevant portions--and not the parts that aren't. Her comments to me reinforced to me why I think we have to be careful about what we read, because the reasoning is often very smooth and looks, tastes, sounds, and feels like the real thing--except it's not. The Truth is in God's Word.
Please forgive the jumping around of this entry. I'm realizing that is just how I feel this morning and that I need to get going... kids to wake up, school to do, lessons to plan, ducts being cleaned this afternoon, a phone call appointment... I better get going!
Friday, April 13, 2012
My Daughter's Writing
Last spring, I wrote about my decision to switch to a new writing program. I am so thankful I did. I had been using The Well Trained Mind's Writing With Ease Program with my oldest daughter for 1st and 2nd grades. Writing wasn't fun for her then and there was no component of creative writing--which is her natural bent. So, I decided to switch. Originally, I had planned to use a combination of different Evan Moor books. There are 3 basic types of writing--creative, expository, and poetry. So, I'd picked different Evan Moor books for each one. Then, I ran into a snag. Several used book sellers on Amazon sent me the older versions which didn't have what I needed in them and it turned it a huge mess trying to return them. So, it sent me questioning.
Was this the right path for the girls and me? I pondered for a week or two and then came back to the writing program I use with my kids for kindergarten "The Writing Spot" by Great Source. I found the second grade program "Write Away" and located a program guide for it. The teacher's guide for the series gives mini-lesson ideas but really doesn't help plan out a whole year's curriculum. The program guide was different and I thought I'd take a chance and order it. As soon as it arrived (it was a newer edition than my kindergarten one), I was so excited! It was exactly what I was looking for. I love seeing God work in our curriculum journey.
The newer edition had day by day plans (not unit by unit) plans so I would be able to just pick it up and use it. I went back to the older first grade program guide (which I also had) and began to write the day by day plans out myself so that I could use it with my younger daughter this year. I just hadn't had a vision before of how to do it before I'd seen the second grade program guide as an example.
So, this week my daughter wrote a fable. She's in 3rd grade, but because the other program didn't teach her how to write, I backed up a year and have been doing the 2nd grade writing program with her. She wrote the rough draft on Wednesday and we sat down to revise it today. Up until now, I've edited her writing with only minor corrections. I have just wanted to get her writing. Today I focused on the editing marks and marking all of the places where a new paragraph needs to start. I didn't try to get her to add more descriptive words or adjectives. I knew I was asking a lot of her anyways with the editing marks and paragraph breaks.
(Which as a side note, I do very little editing in kindergarten and first grade--I emphasize starting with a capital and ending with a punctuation mark. I wait until my child can read better towards the end of first grade and spelling starts clicking.)
I wanted to share her story because it just makes me smile. This is one of those moments when I realize that though my daughter couldn't do the math steps we'd gone over 10 times, she wrote a really fun story. The praise and good feelings from this story helped erase the frustration we'd both had earlier over one of her math lessons.
Title: The Wolf Who Didn't Believe (or The Girl Who Believed.)
Once upon a time, in a cottage, a girl was listening to her grandmother. Her name was Romia.
Her grandmother was saying, "My dear, wolves are tricky. Do not believe they are friendly or such."
A wolf was overhearing the conversation. He thought silently, "Oh my, oh my! What shall I plan? Of course! I will trick her and eat up Romia!"
But later the Lion said, "I, the Wisest Lion command you, do not do such a crime as eat any young, little lady."
The Badger said, "If you do, I will weep day and night, and refuse to see or forgive you."
"But, I must eat," said Wolf. "Or I will starve."
Lion said, "Very well, we will plot to stop you. You are the enemy now. No more will you have my counsel." (she really wanted to put council in there)
One day Lion came upon Romia and he said, "Romia." It startled her and she started to run, but something inside her told her to wait.
"How do I know you're a friend, really a friend?" said Romia.
"I've a token," he said.
"My penny!" said she.
"A wolf will come to eat you, said he, and quickly left.
Just then Wolf popped out. "Come have some berries." he said. He led her to a berry patch. "Taste one," he tempted. "Taste one."
She reached, but then she remembered the words of her grandmother. Wolves are tricky. So, she ran for home so the wolf couldn't eat her, and the badger would not cry. Wolf would have the Lion's counsel back.
Moral: Don't deceive or you will face the consequence. (Her original moral was "Don't do what you don't mean, or you may not get a chance to do what you need or want.)
The End
So, it's been interesting using this writing program this year. It has opened up Autumn's eyes to what she can write and all the different types of things she can write. It's been the right one, but I also know what I need to add to it next year.
I ordered 5 books this week to use along with the series. They are called Daily Language Workouts. There's one for each year. In each reproducible book, there's a sentence to be edited for each day, a paragraph for each week, writing prompts, and reproducible writing pages. There's also a section starting in 2nd grade for Show-Me writing--sentences for practicing "show-me" writing. The teacher and student take the sentence and talk about how they could really describe it so someone could see through their words. Thankfully, I found used copies of each of them for $3-5 each.
I need to implement journal writing next year. I put it off and just didn't get to it. But, next year it is going to be the first thing my girls do in the morning. I'll have them copy in their sentence and correct it and then write on one of the writing prompt topics. The Daily Language Workout books would work even if you're not using Great Source's writing programs. I like that they are leveled--and right at grade level. I don't feel like they're way above or below. I've been using Evan Moor's Daily Language Review, which I do really like. I know a lot of people love Editor in Chief--which also has a similar purpose. The goal is that by editing other people's writing, students will learn how to edit their own and learn how to spot their errors and improve their writing. It also allows them to apply the grammar lessons they're learning and apply them in context.
I don't regret doing the Writing With Ease program. I learned a lot about learning in general and how my daughter learns. She did take some great things from it like answering in complete sentences. But, it wasn't the right one to continue with. It wasn't a waste. Sometimes I think we all fear that--that the time we spent was a waste if we have to switch. But, I am reminded that God works in all things!
Was this the right path for the girls and me? I pondered for a week or two and then came back to the writing program I use with my kids for kindergarten "The Writing Spot" by Great Source. I found the second grade program "Write Away" and located a program guide for it. The teacher's guide for the series gives mini-lesson ideas but really doesn't help plan out a whole year's curriculum. The program guide was different and I thought I'd take a chance and order it. As soon as it arrived (it was a newer edition than my kindergarten one), I was so excited! It was exactly what I was looking for. I love seeing God work in our curriculum journey.
The newer edition had day by day plans (not unit by unit) plans so I would be able to just pick it up and use it. I went back to the older first grade program guide (which I also had) and began to write the day by day plans out myself so that I could use it with my younger daughter this year. I just hadn't had a vision before of how to do it before I'd seen the second grade program guide as an example.
So, this week my daughter wrote a fable. She's in 3rd grade, but because the other program didn't teach her how to write, I backed up a year and have been doing the 2nd grade writing program with her. She wrote the rough draft on Wednesday and we sat down to revise it today. Up until now, I've edited her writing with only minor corrections. I have just wanted to get her writing. Today I focused on the editing marks and marking all of the places where a new paragraph needs to start. I didn't try to get her to add more descriptive words or adjectives. I knew I was asking a lot of her anyways with the editing marks and paragraph breaks.
(Which as a side note, I do very little editing in kindergarten and first grade--I emphasize starting with a capital and ending with a punctuation mark. I wait until my child can read better towards the end of first grade and spelling starts clicking.)
I wanted to share her story because it just makes me smile. This is one of those moments when I realize that though my daughter couldn't do the math steps we'd gone over 10 times, she wrote a really fun story. The praise and good feelings from this story helped erase the frustration we'd both had earlier over one of her math lessons.
Title: The Wolf Who Didn't Believe (or The Girl Who Believed.)
Once upon a time, in a cottage, a girl was listening to her grandmother. Her name was Romia.
Her grandmother was saying, "My dear, wolves are tricky. Do not believe they are friendly or such."
A wolf was overhearing the conversation. He thought silently, "Oh my, oh my! What shall I plan? Of course! I will trick her and eat up Romia!"
But later the Lion said, "I, the Wisest Lion command you, do not do such a crime as eat any young, little lady."
The Badger said, "If you do, I will weep day and night, and refuse to see or forgive you."
"But, I must eat," said Wolf. "Or I will starve."
Lion said, "Very well, we will plot to stop you. You are the enemy now. No more will you have my counsel." (she really wanted to put council in there)
One day Lion came upon Romia and he said, "Romia." It startled her and she started to run, but something inside her told her to wait.
"How do I know you're a friend, really a friend?" said Romia.
"I've a token," he said.
"My penny!" said she.
"A wolf will come to eat you, said he, and quickly left.
Just then Wolf popped out. "Come have some berries." he said. He led her to a berry patch. "Taste one," he tempted. "Taste one."
She reached, but then she remembered the words of her grandmother. Wolves are tricky. So, she ran for home so the wolf couldn't eat her, and the badger would not cry. Wolf would have the Lion's counsel back.
Moral: Don't deceive or you will face the consequence. (Her original moral was "Don't do what you don't mean, or you may not get a chance to do what you need or want.)
The End
So, it's been interesting using this writing program this year. It has opened up Autumn's eyes to what she can write and all the different types of things she can write. It's been the right one, but I also know what I need to add to it next year.
I ordered 5 books this week to use along with the series. They are called Daily Language Workouts. There's one for each year. In each reproducible book, there's a sentence to be edited for each day, a paragraph for each week, writing prompts, and reproducible writing pages. There's also a section starting in 2nd grade for Show-Me writing--sentences for practicing "show-me" writing. The teacher and student take the sentence and talk about how they could really describe it so someone could see through their words. Thankfully, I found used copies of each of them for $3-5 each.
I need to implement journal writing next year. I put it off and just didn't get to it. But, next year it is going to be the first thing my girls do in the morning. I'll have them copy in their sentence and correct it and then write on one of the writing prompt topics. The Daily Language Workout books would work even if you're not using Great Source's writing programs. I like that they are leveled--and right at grade level. I don't feel like they're way above or below. I've been using Evan Moor's Daily Language Review, which I do really like. I know a lot of people love Editor in Chief--which also has a similar purpose. The goal is that by editing other people's writing, students will learn how to edit their own and learn how to spot their errors and improve their writing. It also allows them to apply the grammar lessons they're learning and apply them in context.
I don't regret doing the Writing With Ease program. I learned a lot about learning in general and how my daughter learns. She did take some great things from it like answering in complete sentences. But, it wasn't the right one to continue with. It wasn't a waste. Sometimes I think we all fear that--that the time we spent was a waste if we have to switch. But, I am reminded that God works in all things!
Thoughts on being a SAHM (in response to Hilary Rosen's comments)
I am a stay at home home (SAHM). My husband is able to do the job he does and work hard at it because I hold down the home front. That is my goal--to be the best wife and mom that I can be. Every day I work very hard. I may not get paid for my work monetarily, but that makes it of no less value.
Hilary Rosen's comments about Ann Romney this week grieve me deeply. They are just another sign that our culture does not value women who want to stay home and raise their families. About 9 or 10 years ago, I read a book called Miserly Moms by Jonni McCoy. One of the chapters of her book addresses the costs of working. At the time I calculated the cost for me to go back to work. I would have to make $48,000 gross just to break even. I calculated it again a few weeks ago and that number has risen to $56,000. Wow! That's really all I can say. That is a lot of money. Now, my husband and I have adjusted our expectations of what cars we'll own and where we'll live in order for me to stay at home. We budget every month and do our best to stay in that budget. I am thankful every month for God's provision for my family. There were some very lean years for us when my husband made around $30,000 and I still stayed home. We owned a house (with a mortgage) and 2 cars and stretched what we had as far as it would go. I watched in amazement as God provided.
But, really, there's three hot buttons that Ms. Rosen's comments bring up to me.
1) Do I have compassion for my friends who are moms and work, either part time or full time?
Yes! I do. I have a good friend who just had her first child and went back to work part time. I've been asking her questions so I can better understand the challenges that she's facing juggling her home life and work. One of my favorite books is Feminism: Mystique or Mistake by Diane Passno. One of the last chapters is about the grace moms who are at home need for moms who are working and vice versa. They both see what they long for about being in the other shoes, so we need to have grace and understanding for one another. She does encourage moms to really consider their motives for working, though, which I think is a good thing. I have encouraged several young couples to consider basing their income on the husband's and none or only half of the wife's when considering what kind of home to purchase. I have encouraged this so that they will have more options when they start having children. I just lent a friend my copy of Miserly Moms the other day so that she and her husband could really consider how much her going back to work would cost them and figure out the best situation for them. My husband and I know several couples who are balancing their home and work demands by working (or going to school) on opposite shifts. My grandparents did this 50 years ago so that someone would always be home with their children.
2) Is my work at home less valuable than if I worked in the workplace?
NO. I know this deep in my heart and both my husband and I agree on it. I homeschool my children. We don't spend our weeks frantically running to and from school and to and from daycare. I parent my children and it's hard work. I can't check out. One of my good friends runs a daycare and her observations have alerted me to a very disturbing trend among working parents. It used to be the case that moms wanted to be teachers so they could stay home with their kids during the summers and be off when they're kids were off. I have heard several stories (and I only live in a tiny corner of this world) about moms taking their kids to daycare all through the summer from 8-6 pm when they're off and not picking them up until late in the afternoon--long after they're done with school. One of the parents in my friend's daycare sent her children to daycare when both she and her husband were unemployed. Parents lament day care worker's days off because that means they have to take care of their children another day.
What does that say about parenting? Well, I think it admits to the fact that parenting is hard work! Therefore, being a stay at home parent is HARD WORK! I regularly walk through stores with my 3 kids and people make comments about being so glad summer is almost over and it's time for their kids to go back to school. I'll comment that I always have my kids--I don't get a break. Of course, the response is "Oh no!" and a sympathetic "Poor you!" and I'll respond that it's just fine. In fact, this is the way I want it! It breaks my heart when I think of sending my kids away and missing them all day--even with all the frustration I have to deal with and how hard it often is.
3) Our culture's expectations of how and where we should live are often unrealistic. Many parents do have to work. I understand this. But, many families choose a bigger house in a better neighborhood over having time with their families. I was talking with a friend recently and we were discussing the challenges of working and the financial costs. One friend had 3 children at the private school she taught at. I observed that basically she was working to pay for their schooling. I said this matter of factly--I wasn't being unkind. It was just something I realized because I had considered it at one point for our own family. We just moved to another city recently and I have gotten a lot of comments like "I'm so glad you got out of there." I constantly fight in myself these grandiose expectations that I am shocked creep into my mind at moments. So, I am not criticizing others but saying that I think we all struggle with this and our culture encourages these expectations of what we "deserve" through all the propaganda and marketing we are inundated by every day.
I went to an article or two about Hilary Rosen's comments to understand what it is that she actually said. On one of the articles I scrolled down to the comments. I realized after only a moment that I shouldn't have done this. For all of the cries, that "she doesn't understand what it means to work hard", I realized that the people making those cries also weren't acknowledging how hard it must have been for her to raise 5 kids. So, I looked Ann Romney up on Wikipedia. She had 5 kids in 11 years. She put off finishing her BA because she had two children right after she married--while she and Mitt Romney were still undergraduates. She finished it 3 years later while having 2 children and another one on the way. Personally, I think that's a lot to juggle at one time.
So, those are my thoughts at the moment. I know I can't change the world's minds. But, I wish that "tolerance" went both ways. I find that it's often a one way street.
Hilary Rosen's comments about Ann Romney this week grieve me deeply. They are just another sign that our culture does not value women who want to stay home and raise their families. About 9 or 10 years ago, I read a book called Miserly Moms by Jonni McCoy. One of the chapters of her book addresses the costs of working. At the time I calculated the cost for me to go back to work. I would have to make $48,000 gross just to break even. I calculated it again a few weeks ago and that number has risen to $56,000. Wow! That's really all I can say. That is a lot of money. Now, my husband and I have adjusted our expectations of what cars we'll own and where we'll live in order for me to stay at home. We budget every month and do our best to stay in that budget. I am thankful every month for God's provision for my family. There were some very lean years for us when my husband made around $30,000 and I still stayed home. We owned a house (with a mortgage) and 2 cars and stretched what we had as far as it would go. I watched in amazement as God provided.
But, really, there's three hot buttons that Ms. Rosen's comments bring up to me.
1) Do I have compassion for my friends who are moms and work, either part time or full time?
Yes! I do. I have a good friend who just had her first child and went back to work part time. I've been asking her questions so I can better understand the challenges that she's facing juggling her home life and work. One of my favorite books is Feminism: Mystique or Mistake by Diane Passno. One of the last chapters is about the grace moms who are at home need for moms who are working and vice versa. They both see what they long for about being in the other shoes, so we need to have grace and understanding for one another. She does encourage moms to really consider their motives for working, though, which I think is a good thing. I have encouraged several young couples to consider basing their income on the husband's and none or only half of the wife's when considering what kind of home to purchase. I have encouraged this so that they will have more options when they start having children. I just lent a friend my copy of Miserly Moms the other day so that she and her husband could really consider how much her going back to work would cost them and figure out the best situation for them. My husband and I know several couples who are balancing their home and work demands by working (or going to school) on opposite shifts. My grandparents did this 50 years ago so that someone would always be home with their children.
2) Is my work at home less valuable than if I worked in the workplace?
NO. I know this deep in my heart and both my husband and I agree on it. I homeschool my children. We don't spend our weeks frantically running to and from school and to and from daycare. I parent my children and it's hard work. I can't check out. One of my good friends runs a daycare and her observations have alerted me to a very disturbing trend among working parents. It used to be the case that moms wanted to be teachers so they could stay home with their kids during the summers and be off when they're kids were off. I have heard several stories (and I only live in a tiny corner of this world) about moms taking their kids to daycare all through the summer from 8-6 pm when they're off and not picking them up until late in the afternoon--long after they're done with school. One of the parents in my friend's daycare sent her children to daycare when both she and her husband were unemployed. Parents lament day care worker's days off because that means they have to take care of their children another day.
What does that say about parenting? Well, I think it admits to the fact that parenting is hard work! Therefore, being a stay at home parent is HARD WORK! I regularly walk through stores with my 3 kids and people make comments about being so glad summer is almost over and it's time for their kids to go back to school. I'll comment that I always have my kids--I don't get a break. Of course, the response is "Oh no!" and a sympathetic "Poor you!" and I'll respond that it's just fine. In fact, this is the way I want it! It breaks my heart when I think of sending my kids away and missing them all day--even with all the frustration I have to deal with and how hard it often is.
3) Our culture's expectations of how and where we should live are often unrealistic. Many parents do have to work. I understand this. But, many families choose a bigger house in a better neighborhood over having time with their families. I was talking with a friend recently and we were discussing the challenges of working and the financial costs. One friend had 3 children at the private school she taught at. I observed that basically she was working to pay for their schooling. I said this matter of factly--I wasn't being unkind. It was just something I realized because I had considered it at one point for our own family. We just moved to another city recently and I have gotten a lot of comments like "I'm so glad you got out of there." I constantly fight in myself these grandiose expectations that I am shocked creep into my mind at moments. So, I am not criticizing others but saying that I think we all struggle with this and our culture encourages these expectations of what we "deserve" through all the propaganda and marketing we are inundated by every day.
I went to an article or two about Hilary Rosen's comments to understand what it is that she actually said. On one of the articles I scrolled down to the comments. I realized after only a moment that I shouldn't have done this. For all of the cries, that "she doesn't understand what it means to work hard", I realized that the people making those cries also weren't acknowledging how hard it must have been for her to raise 5 kids. So, I looked Ann Romney up on Wikipedia. She had 5 kids in 11 years. She put off finishing her BA because she had two children right after she married--while she and Mitt Romney were still undergraduates. She finished it 3 years later while having 2 children and another one on the way. Personally, I think that's a lot to juggle at one time.
So, those are my thoughts at the moment. I know I can't change the world's minds. But, I wish that "tolerance" went both ways. I find that it's often a one way street.
Thursday, April 12, 2012
The Grace Card Movie
If you haven't seen it, there are 2 movies that I think are definitely worth watching. To Save a Life and The Grace Card are two recent Christian films now on DVD. Of course, they're a bit cheesy at times, but both are good, I think.
To Save a Life hits home for me because there's a scene in which a pastor considers expelling a student from the group because of something that happens. The pastors of a Christian School I know of did make the decision that the pastor in the story considers. My friend who was a part of this church had great concern about this as she watched it happen. So, it was interesting to see this same issue come up in the movie. I'm sorry I can't say more, but I don't want to give away any of the plot.
The Grace Card is a good discussion of racism and stereotypes. I would take the ideas from this movie, though, and say that they apply to all races. Again I think this movie is a good watch for adults.
The message on the grace card is this: “I promise to pray for you every day, ask for forgiveness, grant you the same and be your friend always.”
I think they are good words to remember.
Both of these movies are for adults, but if you watch them you may feel that they are also appropriate for any teenage children you have.
To Save a Life hits home for me because there's a scene in which a pastor considers expelling a student from the group because of something that happens. The pastors of a Christian School I know of did make the decision that the pastor in the story considers. My friend who was a part of this church had great concern about this as she watched it happen. So, it was interesting to see this same issue come up in the movie. I'm sorry I can't say more, but I don't want to give away any of the plot.
The Grace Card is a good discussion of racism and stereotypes. I would take the ideas from this movie, though, and say that they apply to all races. Again I think this movie is a good watch for adults.
The message on the grace card is this: “I promise to pray for you every day, ask for forgiveness, grant you the same and be your friend always.”
I think they are good words to remember.
Both of these movies are for adults, but if you watch them you may feel that they are also appropriate for any teenage children you have.
A letter to a friend
I wrote this letter last night to a friend and though I know this may seem odd, I want to post it here (edited a little)
Hello there,
I have been meaning to write you this letter for several weeks now. I think it was about a month and a half ago when you visited our home for small group. Just before you left, I blurted out several thoughts to you about my experience as an urban teacher—the things and hurts that I’ve been struggling with since I quit teaching in public schools several years ago. It came up again a few weeks later amidst a conversation with a friend. I realized that there were a lot of issues in my heart that needed to get sorted out between me and the Lord. I was very hurt by several of my students while I taught middle school.
And then of course God stepped in—mercifully. That is why I’ve wanted to write to you. When we moved to our new home, God blessed me with new neighbors to get to know. One of them across the street is an African American couple who are the pastors of a church in the town we moved to. I met the husband just after we moved here back in December, but I didn’t meet his wife until about 2 weeks ago. I saw her across the street and briefly went over to meet her before I ran off to art co-op class with the kids. When we came back from class, she also returned to her home just as we did. She is a busy woman who is constantly on the go—and this was definitely one of those God moments that he plans out—seemingly unexpected.
Within a few minutes we ended up talking about racism, Caucasian and African American cultural norms, and many other things. My mom often shakes her head at me—at the depth of conversations I jump into quickly with people. I know it may seem unusual to many people, but I’ve realized over the years that it is part of how God made me. So, it didn’t catch me by surprise to have this conversation with my neighbor on the first day I’d met her. Instead, I felt such peace—knowing this was a conversation I’d needed to have for a while.
After talking with my neighbor, I came to several conclusions. I want to share them with you and apologize if my comments at our home had any negative impact on you.
First, my neighbor told me a story of when she was out with a friend and how a Caucasian woman just cut her off. Her friend pointed it out to her, but she explained that it happened often. Her point to me was that just as often as I’ve had African American people cut in front of me, the same in reverse has happened to her—I just wouldn’t be aware of it. She didn’t say this, but I also realized that it may also be the case of selective memory for me in regard to many aspects of how people look. Do I remember (unintentionally) all of the times that people cut me off? How do I react when I see people? What quick judgements do I make? Today I went to the library and consciously made the effort to let everyone who was going through a door at the same time as me go before me—I consciously wanted to be considerate to everyone. It was surprising to me how often it was my instinct to go first. The “me first” desire dies hard, doesn’t it!
Second, I came to the conclusion that I need to set aside what I read in a book so long ago. The book was a well intentioned (on the part of my professors) part of my education training, but it set some stereotypes and ideas firmly into my head that caused me to attribute to behaviors to a characteristic of my students rather than to them as individuals. I need to fight any stereotypes that creep into my head and instead simply show people grace every step of the way. I am susceptible to stereotypes and prejudging people by my past experiences just as everyone is—and I need to fight that inclination to prejudge people.
I am so thankful that God has been working to heal my heart from the damage the stereotypes I’d formed had done to my head and heart. What a blessing it is that God never abandons us amidst our hurts and weaknesses, but instead walks with us through it all and helps us to grow!
I hope and pray that your school year is going well! I will be praying for you to have wisdom and strength as you teach—and that your students would desire to learn.
We haven’t seen you since that Sunday and I do hope that y’all have found a church you feel at home in. That is my deep hope. I hope you had a wonderful Easter celebration!
In Christ,
Anne
Wednesday, April 11, 2012
Honest, True to Life Take...
There are a lot of books that I review only on Amazon. Sometimes if I love the book, I'll post the review here too. And sometimes if I read a book that particularly concerns me, then I post it here too. Recently, I read a book, The Year of the Book by Andrea Cheng, that falls in that latter category.
I've been pondering what to write about this book since I read it a week and a half ago. It is definitely "realistic" fiction. I suspect many girls will like this book, but I haven't been able to get my daughter to pick it up and read it. There are some books that I require her to read since we homeschool, but this isn't going to be one of those books.
When we read books, we read them for a lot of reasons. Gladys Hunt says that reading books helps children learn to savor life. It helps them notice what is "seen, heard, and experienced" (Honey for a Child's Heart p. 21) Books help give children a sense of security (p.22 from the same book) that they are not alone and helps them by encouraging that they can whether storms and failures.
So, I'm left with the question--how does this book impart these things?
For children who are in public or private school, it would definitely give 3rd-5th grade girls the sense that they are not alone in the angst of friendship among girls that age. Or in their struggles of being embarrassed of their parents and families. This book is the story of Anna Wang and her journey through her 4th grade year basically without friends and her struggles with her family. I do think that books like this can plant that idea in kids' heads who don't already feel that way and that isn't a good thing--the idea that they should be embarrassed of their parents or siblings. I am aware that the expression of this embarrassment in this book is mild compared to a lot of contemporary books written for this age group. But, then I look for resolution. What are the lessons learned by the reader by the end of the story? There are implied potential topics of conversation like the friend who's parents separate. The separation and its impacts are alluded to but not explained. How does the main character's attitude toward her family change? Does it? A little, I suppose, but not a lot. She seems to come to a neutral place of feeling towards her family--but not a place of appreciation. As for how she feels about friends... well, that's complicated. I still didn't like the main character at the end of the story. She bugged me. Her attitudes made me sad. I watch my daughter (who is this age) and listen as she tells me that I'm the best mom ever (I'm not, by the way--I'm a very imperfect mom, but I try to love my kids well). I watch as she learns to accept when someone does or doesn't want to play with her. She is learning to play with the kids that do want to play with her rather than the ones that don't. We talk about it. But, I don't see it spreading to the rest of our family life the way it does in this story. We have a rule in our house with my 3 kids that no one can say "you can't play" (the idea came from a wonderful book by Vivian Paley that I read when I was getting my teaching degree).
I know our culture considers many facets of childhood to be unavoidable rights of passage--but I'm just not so sure that they are. Carol Gilligan wrote a book a few years ago about adolescent girls based on research that she did. From what I remember, her basic conclusion was that in middle school girls say a lot of things out loud in an attempt to figure out what is appropriate to say and what isn't--also to figure out what they can get away with and what they can't (manipulation). A decade ago, this was true of middle school girls. Today I believe this is true of elementary age girls because of the influence of television and what they see acted out before their eyes (and how tv show characters treat each other). This book reminds me of that idea.
I was just like Anna. I had all the girls turn against me when I was in elementary school and again in middle school. Perhaps that is why this book was particularly painful for me to read and I am very sensitive to the themes of this book. When I think of my daughter and what she would take from it, I am left with the realization that it would only make her sad rather than encouraged--even at the end of the book. She will often comment to me about how the kids treat each other in books. She picks up on the nuances.
This afternoon I went with my kids and my mom to our local library. It was interesting to me to talk with the children's librarian. I encountered the same ideas that I found when I was teaching and that I have found librarians often have. The ideas are these: All books are okay to read 1) if they get kids reading and 2) if you talk about them to help them understand what they don't understand. As a teacher, I believed these ideas wholeheartedly. And then I became a parent... and my whole perspective changed. I wrote recently of the "Now/Later idea" rather than the "yes/no", but both ideas are still based on the idea that not all books are appropriate for children of all ages to read. Just as it would not have been okay for my children to hear the conversation in the adult section of the library on something that isn't even appropriate for me to write here, I don't believe that all books are appropriate or edifying for all ages. Sometimes it isn't even that a book is necessarily "bad", but that there are better books to read--that are encouraging and uplifting and better written. It is a always a good idea to choose the "better" books over the "just fine" books. Why eat a candy bar when there's homemade pie in the refrigerator?
As I said earlier, I'm sure that many children will enjoy this book--it's just not the right one for my family.
And now it's time for me to go to sleep...
Please note that I received a complimentary copy of this book for review from the publisher.
When we read books, we read them for a lot of reasons. Gladys Hunt says that reading books helps children learn to savor life. It helps them notice what is "seen, heard, and experienced" (Honey for a Child's Heart p. 21) Books help give children a sense of security (p.22 from the same book) that they are not alone and helps them by encouraging that they can whether storms and failures.
So, I'm left with the question--how does this book impart these things?
For children who are in public or private school, it would definitely give 3rd-5th grade girls the sense that they are not alone in the angst of friendship among girls that age. Or in their struggles of being embarrassed of their parents and families. This book is the story of Anna Wang and her journey through her 4th grade year basically without friends and her struggles with her family. I do think that books like this can plant that idea in kids' heads who don't already feel that way and that isn't a good thing--the idea that they should be embarrassed of their parents or siblings. I am aware that the expression of this embarrassment in this book is mild compared to a lot of contemporary books written for this age group. But, then I look for resolution. What are the lessons learned by the reader by the end of the story? There are implied potential topics of conversation like the friend who's parents separate. The separation and its impacts are alluded to but not explained. How does the main character's attitude toward her family change? Does it? A little, I suppose, but not a lot. She seems to come to a neutral place of feeling towards her family--but not a place of appreciation. As for how she feels about friends... well, that's complicated. I still didn't like the main character at the end of the story. She bugged me. Her attitudes made me sad. I watch my daughter (who is this age) and listen as she tells me that I'm the best mom ever (I'm not, by the way--I'm a very imperfect mom, but I try to love my kids well). I watch as she learns to accept when someone does or doesn't want to play with her. She is learning to play with the kids that do want to play with her rather than the ones that don't. We talk about it. But, I don't see it spreading to the rest of our family life the way it does in this story. We have a rule in our house with my 3 kids that no one can say "you can't play" (the idea came from a wonderful book by Vivian Paley that I read when I was getting my teaching degree).
I know our culture considers many facets of childhood to be unavoidable rights of passage--but I'm just not so sure that they are. Carol Gilligan wrote a book a few years ago about adolescent girls based on research that she did. From what I remember, her basic conclusion was that in middle school girls say a lot of things out loud in an attempt to figure out what is appropriate to say and what isn't--also to figure out what they can get away with and what they can't (manipulation). A decade ago, this was true of middle school girls. Today I believe this is true of elementary age girls because of the influence of television and what they see acted out before their eyes (and how tv show characters treat each other). This book reminds me of that idea.
I was just like Anna. I had all the girls turn against me when I was in elementary school and again in middle school. Perhaps that is why this book was particularly painful for me to read and I am very sensitive to the themes of this book. When I think of my daughter and what she would take from it, I am left with the realization that it would only make her sad rather than encouraged--even at the end of the book. She will often comment to me about how the kids treat each other in books. She picks up on the nuances.
This afternoon I went with my kids and my mom to our local library. It was interesting to me to talk with the children's librarian. I encountered the same ideas that I found when I was teaching and that I have found librarians often have. The ideas are these: All books are okay to read 1) if they get kids reading and 2) if you talk about them to help them understand what they don't understand. As a teacher, I believed these ideas wholeheartedly. And then I became a parent... and my whole perspective changed. I wrote recently of the "Now/Later idea" rather than the "yes/no", but both ideas are still based on the idea that not all books are appropriate for children of all ages to read. Just as it would not have been okay for my children to hear the conversation in the adult section of the library on something that isn't even appropriate for me to write here, I don't believe that all books are appropriate or edifying for all ages. Sometimes it isn't even that a book is necessarily "bad", but that there are better books to read--that are encouraging and uplifting and better written. It is a always a good idea to choose the "better" books over the "just fine" books. Why eat a candy bar when there's homemade pie in the refrigerator?
As I said earlier, I'm sure that many children will enjoy this book--it's just not the right one for my family.
And now it's time for me to go to sleep...
Please note that I received a complimentary copy of this book for review from the publisher.
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