Hodge-podge: Books for Kids and Adults

This weekend, I surveyed the double layer of books on my To Read shelf and elected to thin the herd. It felt great to lift some of that pressure, self-inflicted though it is! Although I’m preferring the topical round-up style reviews lately, I thought I’d throw out a hodge-podge in case it helps anyone clear out an overfull shelf, or gives some ideas for kids books to add to your audio queue for upcoming over-the-river-and-through-the-woods jaunts.

First, a few kids books of note:

Alice In WonderlandAlice in WonderlandThis classic is probably worth owning in print if you don’t already, and it’s also quite inexpensive on Audible. We listened to the audio version through our library’s Overdrive app and enjoyed it. It’s a great mix of silly and bizarre and rhymy so it works for all ages. It’s also a lot shorter than I remember.

The Island of Dr. LibrisThe Island of Dr. LibrisI expected to like this book more than I did, given the premise of kids encountering book characters coming to life. But often I just wondered, why these books? Why these characters? Some seemed normal for kids, while others seemed needlessly linked to grown-up books, so it’s not like the kids who read Dr. Libris would then go out and read the adult books. It just could have been better. It was fine as an audio book for the car, but nothing extraordinary.

Pippi Longstocking by Astrid LindgrenPippi Longstocking – Although it’s obviously a classic, do yourself a favor and get your kids the paper version rather than subjecting yourselves to the audio book. From a parent’s perspective, Pippi is just so annoying. I could not wait for the book to be over. It’s a little odd, since I remember liking the book as a kid, and my own kids have read and liked the book. I guess it’s just one of those things, like how adults read Little House in the Big Woods and can’t get over how much work Ma had to do, when kids are only thinking about wanting a pig bladder balloon. Anyway.

Stone-Fox-John-GardinerStone FoxThis short book packs in a great story of adventure and sacrifice, with some good topics for conversation. It also has a shocking ending (at least it was shocking to us) so be forewarned. It was a great audio book to listen to, but would be a good one to own as well.

 

mrs_piggle_wiggles-farmMrs. Piggle-Wiggle’s Farm – You really can’t go wrong with Mrs. Piggle-Wiggle. We’ve enjoyed all of the series (at least the ones we’ve found so far) both in audio and paper versions. This volume is no exception to the pattern: kids with bad habits or character issues are taken to Mrs. Piggle-Wiggle, who gives them some natural consequences or otherwise helps them to figure out how to change their habit. I like the emphasis on the child having to do the work to change, but the adult being there to help.

Now, on to the books for grown-ups:

nature-anatomy-coverNature Anatomy – We used this book as a read-aloud for nature study, but I thought it could just as easily be something an adult would want to pick up to peruse. The author did a lovely job of hand-drawing bits of nature from rocks to birds, animals to plants, and then hand-lettered in interesting facts and scientific names, with some typeset information and grouping by category. This is what a nature notebook could look like if you were an artist and naturalist for real. We found it inspiring and quite informative.

strong-and-weak-andy-crouchStrong and Weak – I wanted to like this book more since I did really enjoy the author’s previous book, Culture Making, and named it as one of my favorites from 2009. But this one just didn’t really stand out for me. It was fine, but I didn’t come away from it feeling particularly challenged or inspired or with new ideas about flourishing. I think your response might depend on how much culture-shaping type literature you’ve read.

becoming-brilliantBecoming Brilliant – Having received an advance copy of this book, I was somewhat sad to find that I’m really not the target audience and I honestly didn’t enjoy the book. For one thing, I felt that the authors’ views on issues like giftedness, the point of education, and educational methods ran counter to what I have read, researched, and experienced, both as a student and as a teacher. For another, the information is presented in fairly dry book report fashion rather than as dynamic new ideas, and I’ve read most of the information in other sources before. Not all of the ideas were really all that supported by research (for example, the actual outcomes from learning via screens). The good ideas also tend to be geared toward classroom teachers, rather than towards parents or homeschoolers–involved parents and homeschoolers are almost certainly already doing the things the authors describe to ensure their kids develop well. In thinking about who should read this book, I decided that it would be good for policymakers in government who have no background in educational issues, but who find themselves needing to get up to speed fast. If that’s not you, skip this one.

games-for-writingGames for Writing – I have a child who is a reluctant writer. It’s not that said child CAN’T write, because said child enjoys attempting intricate calligraphy and keeping notebooks full of random facts about various topics. However, said child LOATHES writing assignments. I have tried Oh So Many Things. What is working for now is reminding myself to take a deep breath because this is only elementary school and there are plenty of years in which to tackle the sort of writing required in college. Meanwhile, I’ve been using many of the writing prompt ideas from Brave Writer, and also several I found in this little book.Games for Writing is geared toward early elementary, but I’ve been beefing it up a little bit so that I can use it with all of my big kids (2nd, 4th, and 5th grades) together. In general, I still think the copywork to written narration to analytical essay path is correct, but sometimes it does help to get there via a meandering path rather than a straight blaze. If you’re in the same boat, maybe this will help.

What’s been in your hodge-podge lately? Have you cleared anything of note (good or bad!) from your To Read shelf lately?

readmore

Disclosure: This post contains affiliate links. When you click through to Amazon and make any purchase, I get a small commission at no additional cost to you. Thanks so much for supporting A Spirited Mind with your Amazon cart!

Two awesome read-alouds (plus ancient Greece)

hittite-warriorThis fall we stumbled upon a terrific author whose books made terrific read-alouds and were then subject to much sibling negotiation as everyone wanted to re-read (and re-re-re-read) them on their own as well. Joanne Williamson did a tremendous job combining excellent storytelling and character development with detailed and fascinating historical research in her books Hittite Warrior and God King.

god-kingWe read the books as part of our history/literature studies, but they are such great adventures that anyone would enjoy them as stand-alone books. Hittite Warrior takes place during the time of Judges and ties in to the collapse of the Hittite culture, rise of the Philistines, and loosely touches ancient Greece. God King is a fascinating account of Egypt during the time of King Hezekiah in Judah and the rise of Assyria. Both books are well worth owning, although difficult to find. Check your library, and if you ever see Joanne Williamson’s other books, snap them up!

I tend to follow a literature-based lead for school books, and so I’m looking for good writing, excellent illustrations, and a storytelling (versus textbook or encyclopedia) feel. We do get reference books on the side, but not for our main focus. Here are a few other books we liked in theras-and-his-townour ancient Greece reading.

Theras and His Town – This novel is a bit light, but we enjoyed the story and the contrast between Athenian and Spartan cultures. It’s a good read-alone for elementary kids, and worked out pretty well as a read-aloud too.

daulaires-greek-mythsD’Aulaire’s Greek Myths – I like this version much better than other options for myth retellings. It’s also the book used in the National Mythology Exam, if you’re into those sort of tests (I’m not sure if we’ll do that or not–it’s the same group that runs the National Latin Exam). Anyway, the D’Aulaire’s always do a good job with stories and illustrations.

one-eyed-giantThe One-Eyed Giant (and the rest of the series) – Kids who like Mary Pope Osborne’s style will enjoy this series. We listened to the first one on audio and then the kids read the rest on their own time. Note that this series is available in two different formats–one that seems to be geared for libraries and another that comes in only two volumes and is for…regular people? Just letting you know in case you pick them up at a used bookstore and don’t want redundancy on your shelves!

golden-fleece-columThe Golden Fleece and the Heroes Before Achilles – You’ll start to feel the repetition if you do a lot of these readings, but Padraic Colum does a pretty good job of preserving Homeric phrases kids should know, like the rosy-fingered dawn, grey-eyed Athena, wine-dark sea, and so forth. Colum wrote other books on Greek mythology and the epics, so you may want to look for those as well.

famous-men-of-greeceFamous Men of Greece – Honestly, this one is a little dry, but the sections are a good length for a daily narration habit, and it does have good illustrations. I’d skip it if you only have younger kids, and might suggest assigning it for older elementary kids who are working on narrating their independent reading assignments.

wanderings-odysseusThe Wanderings of Odysseus and Black Ships Before Troy – These excellent retellings of the Odyssey and Iliad, respectively, are well worth owning. Pro tip: be sure you’re getting the larger format book with the illustrations. I accidentally wound up with paperbacks that omitted the pictures and the kids were none too pleased. We’ve read several of Rosemary Sutcliff’s works and have black-ships-before-troyloved all of them, so that’s another author to add to your look-for list.

The kids read a ton of other books from this subject area, but I didn’t keep up with all of them. It’s been fun to circle back to the ancient world with older kids and see how much they remember from four years ago!

A Quick Note About Book Shopping: In previous years, Amazon has put out several high value book coupons between Thanksgiving and Christmas. If I hear of any, I’ll link them on Facebook and in the weekly Bookmarks email. If you come across any great book shopping codes this season, please let me know!

readmore

Disclosure: This post contains affiliate links. When you click through to Amazon from A Spirited Mind and make any purchase, they give us a small commission at no additional cost to you. Thanks so much for your support!

To challenge your views on high school and college…

This week we transitioned Margaret to the crib in her own room. No more sleeping in the closet! I felt it would be too soon. “She’s almost a year old,” my husband gently reminded me. She still wears size 3-6 month pajamas! She’s too tiny to sleep alone! And yet, she took to the crib like it was no big thing.

Here’s what I know the fifth time around that I didn’t when my older kids were babies: this window is very, very short. As my oldest is in 5th grade and we’re starting to think through high school options, I’m negotiating the gulf between wanting to hold on to baby days and knowing that the days of their independence are fast approaching.

the-new-global-studentIn some ways, our culture encourages children to grow up too fast. “Sure, you can have your own smartphone!” “Why not dress like an adult going clubbing even though you’re only nine!” “Aren’t you too old to be playing with dolls?” And yet, in other ways, the culture infantalizes kids. Helicoptering while kids play, parents complaining on Facebook about doing their kid’s school projects for them, covering for kids’ mistakes.

Maya Frost calls foul on this tendency, and presents a counter-cultural view on high school and college-aged kids in her intriguing book The New Global Student.

Frost challenges myths about what teenagers are capable of, what really gets kids into college, and what the point of education is anyway. I found myself simultaneously saying, “Preach it, sister!” and “Whoa, I never thought of that.” In other words, it’s the best sort of book–thoughtful, insightful, and convicting.

While I don’t think that all of Frost’s ideas are applicable to our family, many of them bear serious consideration and I find myself thinking through options in a different light thanks to reading The New Global Student. Whether you homeschool or send your kids to public or private school, this book will give you a lot to think about as you head into teenage years and I highly recommend it for all parents.

Even though we’re several years away from high school, reading The New Global Student gave me new tools to lean in to childhood days while also preparing for what lies ahead. From crib to college is simultaneously a long time and a short time–what a privilege to do life in interesting ways!

img_6235

Margaret in her 3-6 month pajamas, pensively considering her collegiate options (no doubt)

readmore

 

Disclosure: This post contains affiliate links.

On starting school, NOT planning, and knowing yourself

starting-school-not-planningWe started school again on August 1, having enjoyed the month of July for vacation. It was a shorter break than many choose, but for us it was just right–a couple of weeks at the lake with my parents, a couple of weeks at home.

A few people panicked on my behalf because how could I have time to plan a whole school year on only one month of summer break!?!?! Well, it’s simple really. We added a couple of new procedures and a few new subjects. I made clipboard checklists for the kids to encourage them to be more independent. I thought about goals and came up with some solutions to persistent problems. Other than that, I didn’t actually do any school planning.

There are three reasons this works for us.

1) I do not make detailed lesson plans. Or any lesson plans, really.

Yes, I said it. I see people online posting these incredible plans that list page assignments for every single day of the year in every single subject for every single child. Clearly some people love that sort of thing, and if it works for you, go for it! But please know–especially if you are just starting out and feeling overwhelmed–that it is not necessary.

That’s not to say that I go into each day loosey-goosey. We have a set number of subjects and a threshold for completion–we pack a lot of learning into each day. The difference is that my plan looks like “Sarah is using Saxon 5/4 for math”and we do math every day, rather than “Sarah will complete Saxon 5/4 Lesson 16 on August 19.”

After several years of being at this, I’ve realized that my teaching goal is mastery. Every day we move the ball down the field in each given area. Sometimes a kid is on fire and does three math lessons in a day. Sometimes something isn’t clicking and we spend five days doing one lesson. It doesn’t matter. It all comes out even in the end. The goal is for the child to learn math, not to complete a textbook in a given amount of time.

My decision has two facets:

  • I don’t want to hold my kids back. If she is ready to move on, we move on. Does the kid have that concept down? Great, I say, let’s not beat it into the ground. Who says you have to spend a year in a text book just because that’s how they would do it in a classroom? I don’t want to kill the child’s love and wonder for something just because my checklist says get through each and every lesson as written–or just because I made an elaborate plan that requires me to only do one lesson per day.
  • On the other hand, I don’t want to breeze over something that requires more time. In a classroom of 20 kids, you have to do that sometimes. In a classroom of a homeschool family, you don’t. If someone doesn’t get something, we camp out. I don’t get stressed because no one is telling me we had to make it to page 87 today. It’s more important that the child really understand the concept than that we track to a plan.

I do think you have to be careful not to fall behind too badly if your goal is to put a child into a traditional school at some point, or to graduate by a certain point, or to follow a certain academic path. So far, for us, following the goal of mastery has played out mostly in the sense of jumping ahead (for example, Sarah is a 2nd grader in a 5th grade math book) but I think even in areas where a child is behind, it makes more sense to work to mastery than to push ahead for the sake of a schedule.

There are probably notable exceptions and I may change my mind in the future, but that’s how it seems to me from here.

 

2) We do the same things every day.

The second reason minimal planning works for us is that I spent time up front thinking through what we do every day. I carefully considered how much each child should do independently. I changed our daily flow of events to see if that helped smooth some rough spots. But when it comes to actual teaching, we do different lessons and amounts of each subject, but we do accomplish those subjects daily (or several times a week, depending on the item). So each child has a checklist of independent work that I just print out weekly with no changes. He or she knows to do the next thing, or whatever specific instruction I gave during individual teaching time. The only thing I change on my record-keeping checklist are specific book titles by category for read-alouds, vocabulary words, and art projects.

For some people, doing different things every day really helps. For my kids, it’s easier to make the school day a given. I don’t want to fight battles over whether or not it’s the day for math or cursive or whatever. Is it a school day? Then you are doing math, writing, cursive, etc. This makes things easier for me, but it also makes the kids feel better because expectations are clear.

3) We stick with what is working.

Yes, I know there are simply gobs of different ways to teach math. I’m sure lots of them are more colorful, more fun, more modern, and more hip than Saxon. But after trying lots of different things, hopping around from book to book hoping to find the magic and mysterious One Perfect Fit, I decided that my goal is to teach math. And Saxon does just fine. I don’t use the books exactly as written, so I can tailor the lessons to each child, but for the most part we just truck through each level.

The point is, I find that most of the time I can make what I have work for what I need. Because I’m not casting about for the latest and greatest grammar, writing, spelling, math, and so on anymore, I don’t have to spend time learning new systems. Other than new subjects I add for my oldest student, I’m not having to reinvent the wheel.

So, for me, school planning is really about evaluating systems and considering goals.

I think through pain points in our school days and try to come up with solutions. I consider where each child needs improvement or more challenge, and whether he or she is developmentally ready for more. I make general checklists and the details fall where they may.

That said, I’m an ENTJ (side note for MBTI nerds: I once thought I was an ENTP in spite of always testing ENTJ, but then I realized that I’m actually not spontaneous, I just have an extremely low tolerance for inefficiency so I change things up as I go–now I’m wondering if I’m really an E or if I’ve become an I in my 30s? Is that possible?) so big picture planning appeals to me. Maybe the detail planners are different personality types? As with many things in life, it’s important to know yourself. 

If you like personality typing, you might enjoy the homeschool personality post at Simply Convivial. I found it helpful, and even freeing, to realize that I do things a certain way because it works for me.

Maybe you plan (or not) in a totally different way, and that’s great! As always, this is just the way we do things around here. I think it’s nice to get a window on how other people do life.

How are you tackling the new school year?

readmore

Wrapping up the school year

Another one for the books! If you only count Kindergarten forward, this was our fifth year of homeschooling, but if you go by the fact that I’ve been keeping records since Hannah’s pre-K-3 year (I know, I know) this is was our seventh year of homeschooling. In many ways, things that were once difficult are easier, but in other ways, the things that are difficult have gotten more so. I do find that having taken time to articulate WHY I am doing certain things, I have found many areas that work well and require very little planning now.

What worked this year:

  • Convocation – Starting the day with prayer, singing, Bible study, and memory work sets a good tone, and makes sure we get to these things.
  • Checklist – Mine, that is. I’m highly motivated by this to actually get things done, and it also gives me visual permission to stop when we’re done.

What didn’t work this year:

  • Table Time – The consistent accomplishment thereof, anyway. We enjoy Table Time, but it’s hard to make it happen, especially on days when we have a hard stop time and need to get core subjects done.
  • Artist and composer study – We were really good at this for the first three months of the year, but once I went to the hospital it sort of fell by the wayside. Still, we did get some good study in for those three months, and listened to classical music and did some art after that.

At any rate, here is the breakdown by subject and student. I like to read this sort of post because it helps me get ideas, but please DO NOT READ ON if you are going to be tempted to do the whole comparison thing. This is what works for our family, with five kids including a baby and a mom who works part-time. Other families school much longer, or much less, or in vastly different ways, and that is fine. Again, this is what school looks like for us, at least for now.

Subjects we do together:

  • History – We covered the 20th century (Tapestry Year 4) by Easter, then started Ancient Times (Tapestry Year 1) again. We put the bookmarks in part way through the Trojan War and we’ll pick back up again in August. It’s SO fun to hit the ancient world again for the second time. It’s amazing how much Hannah and Jack remember. We will move through at our own pace–and will probably linger with the Greeks and Romans because they are awesome. I like not having to keep up with–or wait for–other people as we work through integrated subjects chronologically. We take a literature-based, living books, ideas and integration approach.
  • Literature – Our literature integrates with history, so has also been 20th century and then back to ancient times. The 20th century was a little rough, as I was trying to stay true to the issues and use living books, but also remain age-appropriate. There is so much excellent literature for children about the Greeks and Romans, so Year 1 is easier to navigate.
  • Science – To tie in to the lab class Jack was taking at co-op, we did Apologia Swimming Creatures this year, and learned many fascinating things about sea life. We then took on Nature Anatomy for more of a natural world angle), and recently started Apologia Chemistry and Physics (covering current interests for Hannah and Jack) after we finished Swimming Creatures. We read some good biographies about scientists, and also picked up Childcraft Mathemagic, which turned out to be a very fun read-aloud with math games (not technically science, but sort of related).
  • Geography – We study maps as they integrate with our history and literature study. We reviewed states and capitals, although I’m not a stickler for that given that I didn’t ever memorize them in school myself. I know, that’s not a good excuse. 🙂
  • Poetry/Memorization – We memorized lots of good poems together this year, with the latest–and by far the most dramatic–being The Destruction of Sennacherib. We render that one with tremendous emotion. 🙂  We also learned several chapters of Scripture and kept reviewing previous ones as part of our convocation time. We learned some new hymns to add to our rotation, and added catechism memory tied to our morning Biblestudy. 
  • Art – I mentioned dropping the ball on artist and composer study in second semester. The kids do a lot of art stuff on their own, which is great, and I’m past the point of feeling guilty for not being a craft mom. Still, we can strive to improve!
  • Vocabulary/Dictionary – Two or three times a week during table time (or, more realistically, during lunch) each kid looks up a word in the dictionary. Often they already know what it means because we discuss definitions when we come across an unfamiliar word in our reading, but it builds good skills to look things up.
  • Latin – I should do a post sometime on our Latin journey. Suffice it to say, we are now doing I Speak Latin together during table time, and enjoying it. It’s fun, and I intend for the kids to do Latin independently starting at age 10 (see Hannah’s section below) so fun is good for our group!

DSC_0271

Hannah – 4th Grade

Hannah has made great strides in handling her work independently. This semester she seemed to make a huge jump up across the board, such that I’m now sort of thinking of her as being in her middle schooling years (if you break the pre-college education into three parts, which is arbitrary).

  • Math – Having completed Saxon Math 6/5, Hannah is about a quarter of the way through Saxon Math 7/6. She is really being challenged by this book, which is great! I’m being very careful about checking all of her problem sets and having her re-do things she missed, so as not to skip important concepts.
  • Language Arts – Hannah finished First Language Lessons 4, which pretty much wraps up grammar and diagramming, at least for now. This quarter she started Writing With Skill, which builds on FLL and Writing With Ease. It seems like a great bridge between written narration and advanced composition. Although she continues to struggle with spelling (the woes of not being a natural speller!), Hannah did finish All About Spelling 4 and is in All About Spelling 5, with significant improvement over last year. She does copywork in cursive, and I sort of think she spells better in cursive since she has to think about it more as she’s forming the words.
  • Latin – In addition to the Latin we do together, Hannah started Visual Latin 1 and is doing great with the program. I investigated this at length, and am pleased with the overall scope of Dwayne Thomas’s approach. Visual Latin is structured as a high school Latin course, and can be graded and recorded thusly, but they also say you can start it as a 10 year old if you grade it a bit differently, and we have found that to be true. It’s sort of amazing to me that concepts that are stretched out over YEARS in various early start Latin programs are covered in a few short lessons in Visual Latin–and covered well, and actually retained. Lesson learned for Mama! It’s also a big relief to have most of the in-depth teaching for her level out of my court.
  • Typing – To facilitate faster writing and revision, Hannah started learning typing with some free online programs. We started with the BBC’s Dance Mat Typing, then moved on to Typing.com. Both work fine and get the job done.
  • Independent study – I’m assigning Hannah readings in history and literature each week, with the thinking and accountability questions/topics from Tapestry’s Dialectic (middle school) level. So far this is working fairly well, although I’m still trying to get a feel for how best to structure our discussions on what she has read. I’ve assigned her writing projects based on the independent reading but I’m still thinking that through.
  • Other – Hannah continues to take piano lessons, and she took Spanish, Indiana State History, and BizTown (economics/civics) at our co-op this year. We also tried out swim team this spring with great success, and intend to take that back up in the fall. Hannah reads like a maniac, taught herself to make soap, and enjoys making up imaginary worlds and inventing games to play with her friends and siblings.

DSC_0273

Jack – 3rd Grade

Jack is one of those people who, when he takes an interest, goes after it with full gusto. Whether it’s birds, physics, World War II, exactly how original sin works, or what-have-you, Jack is one to dig deep. But when he does not feel personal interest…he goes after it with…umm…double-plus-UN-gusto. This presents a challenge. I spend a lot of time trying to balance encouraging his interests with equipping him to do hard things even when he doesn’t want to apply himself. We want him to be a good steward of his potential, but don’t want to break him of his temperament, which is, after all, how God constructed his personality. Parenting only gets less and less simple, doesn’t it? But the rewards are many and so we press on!

  • Math – Jack finished Saxon Math 5/4 and proceeded to Saxon Math 6/5, which is not challenging him.  However, at this level I’m reluctant to skip things in case he misses something critical, so I let him do only every other problem and keep reminding him that once he puts in his time he can get to really cool things in math and physics and inventions. Although he’s able to do math easily, he still hates to write things down, so math is often a struggle.
  • Language Arts – About how Jack hates writing things down…we come to language arts. He finished First Language Lessons 3 and likes how grammar works but loathes putting actual whole words into the diagram he’s drawn. He is a decent speller and is neck and neck with Hannah in All About Spelling 5, but, again, abhors writing things down. So we figured out a lot of ways to do things out loud, which is time-intensive for his individual teaching time, but it gets the job done. I’ve read that a lot of boys resist writing even up to age 12. That is simultaneously encouraging and terrifying! 🙂 For some reason, cursive is easier for him than printing, which I think is because cursive feels more like drawing to him. And because he only has to do small chunks of copywork in cursive.
  • Other – My husband is teaching Jack guitar sporadically, and Jack likes messing around with the guitar he got for his birthday. He took Spanish, a science lab class, and PE at our co-op this year. Swim team was a hit, so he will do that again this fall. Other than that he likes reading, keeping notebooks of random things he learns (the one time he doesn’t mind writing things down), constructing models and inventions and giant pieces of art, building with Legos, and running around yelling and jumping off of things.

DSC_0229

Sarah – 1st Grade

Sarah is such a dedicated student, and is the sort of person who gets up early to get her independent work done without being reminded. I’m not sure how long this phase will last, but it has been lovely!

  • Math – On the last day of school, Sarah took the final test for Saxon 3 and completed the book. She catches on to new concepts quickly and didn’t have any trouble with this level.
  • Language Arts – Sarah finished First Language Lessons 2, and it was fine for basic grammar. I put her in Writing With Ease 2 this semester because I noticed she was not being as careful with narrations, and WWE does a great job of training the student to listen attentively and both narrate and summarize. Having worked through several books of cursive, I finally just started giving Sarah cursive copywork like I give the older kids. Being more of a natural speller, she’s about halfway through All About Spelling 4. I still had Sarah read out loud to me every day–just a chapter from a Laura Ingalls Wilder book–because reading out loud is a different skill than reading to yourself.
  • Other – Sarah takes piano lessons, and took art, Spanish, and PE in co-op this year. She also liked swim team, so will continue that this fall. She’s looking forward to playing soccer this fall in our church soccer program (one day per week–perfect). She likes to read, make pretty things from art supplies, play dress-up and dolls, and play with the baby. She also has a great Broadway singing voice, which she never consents to perform for anyone outside the family.

DSC_0244

Eliza – Pre-pre-pre-K and School Mascot

I did much better this year at getting preschool time in with Eliza. This is really simple–just reading from a children’s Bible, an Aesop fable, some Mother Goose, five or so picture books, and practicing saying ABCs and counting to 20. She sits in on everything else with us, so she also gets memory work and singing and read-alouds, either while sitting on my lap or doing lacing cards or playing with Legos or something. If anything, I’d like to read more to her, but for now having a dedicated 20-30 minutes just for her seems like a win.

DSC_0259

Margaret – Official Baby and Vice Mascot

Everyone reads to Margaret. She listens in on lessons while I hold her, or while sitting around on her toy mat. Sometimes, she naps. Other times, she yells. In short, she is a baby and we have acclimated to doing school with her in the mix.

AND NOW, LET THE WILD RUMPUS START! SUMMER VACATION IS ON FOR JULY!

 
readmore

Disclosure: This post contains affiliate links to Amazon and All About Spelling. Thank you for supporting A Spirited Mind when you click through!

The Bookmarked Life #15

2The Bookmarked Life is my take on catch-all posts–a record to help me remember this season of life.

Right now I’m:

…Considering

I’m thinking about seasons and rhythms and the original purpose of the liturgical calendar. How might we do Advent and Easter and our school terms differently to renew focus and reduce the way holidays tend to breed frenzy? I like the idea of longer seasons and a contemplative approach to the year. We have to be careful not to get caught up in meaningless rituals, but in our milieu I think maybe there is more danger in meaningless seasons if you hew to the culture than if you follow some version of a church calendar. This is tied up in more thinking and reading about liturgy and habits and may wind up shifting how I schedule the next school year.

…Furnishing My Mind

IMG_5642Margaret was baptized in early May and we celebrated by having a picture that actually included all of us. It turns out that it’s really, really difficult to squeeze a family of seven onto a loveseat.

Related to the loveseat: people often ask why on earth I have white couches when I have so many kids. The truth is, these couches were super cheap at Ikea and the slipcovers are fully removable and washable. They hold up really well–I did not stain treat them and I only wash them 2-3 times a year, sometimes tossing the seat cushions in more frequently. We use the couches all day long and they do sometimes get a little grubby, but nothing a soak in Oxiclean can’t fix. IMG_5558Overall, I feel like they make me happy and are much easier to maintain than a couch you can’t wash.

My parents came to visit for the week of Eliza’s third birthday and Margaret’s baptism, and we had a nice visit as well as a mini-break from school.

IMG_5791Jack turned nine at the end of May and had a “Lego Inventor” party. It was a madhouse but he seemed to enjoy it. He made the cake topper himself, and it was nice to just go with it and not try to do some fantastical thing with fondant. Chocolate cake with lots of chocolate frosting (the Hershey’s recipe is easy and way, way better than any store-bought version) is good regardless.

Jack is very creative, loves to read, and is super intense about everything he does. Parenting him can be a wild ride, but he’s interesting and fun and very affectionate.

 

…Living the Good Life

IMG_5671We joined the Children’s Museum and Zoo this spring and have enjoyed frequent trips to both as I attempt to justify the cost with lower cost-per-visit averages.  🙂 So far we’ve done the museum nine times and the zoo five times. As you can see in the picture, the zoo has a cool exhibit going right now of giant animal sculptures made of Legos.

For some reason it often feels easier to take the five kids out than to stay home. It sort of diffuses the noise and energy! We’ve also been going to more parks and finding interesting new parts of the city to explore (that is a nice way of saying, “Mama often gets lost but then enjoys the scenery.”)

…Teaching

We finished our required 180 days of instruction last week, but don’t tell the kids since we will still be doing school through the rest of June (after a break this week for VBS). It works better for us to take July off and then have more flexibilty throughout the year for term breaks rather than having one long summer break. To the surprise of no one, I have changed some things up this semester, so I’ll do an end-of-year wrap-up later in June.

…Boosting Creativity

IMG_5833

I think it’s so great to be creative in different ways.  Somehow being creative in a totally different medium can help with creativity in my usual tracks.  A couple of times lately a friend of mine has hosted a painting party–a local artist comes to her house and we all learn some techniques and paint a small picture. This one is a sprig of balsam fir.  I really like the way the colors in the background turned out.

When I was reading The Irrational Season, I was struck by Madeleine L’Engle’s schedule–she always made time for a walk outdoors, an hour of study and reading, and an hour of practicing piano in addition to writing and caring for her family and whatever else. She felt that the outdoor exercise, study, and piano were part of her creative process, and she was unabashed at saying that was what she needed for her creative life. I was inspired to pick up some of my old piano music and have been tackling Mozart’s Fantasy in D Minor.

…Building Fitness

IMG_5771 We are boldly embarking on hikes! I don’t know what it is about having five children that has made me delve into all of the things there are to do around town. Obviously it’s TONS easier to tote five kids to attractions, right? But in any case we have now met up with a friend and her two kids to do two hikes at state parks nearby. Surprisingly, Eliza (age 3) has been able to walk pretty far. And Margaret does well in the baby carrier. The big kids got these nifty water bottle holders (the friends we hike with introduced us–they are far more outdoorsy than we are!) and are allowed to eat granola bars whilst hiking, so they are all in.

I moved my regular workouts to the evening after the kids go to bed, and am now mostly doing my own circuit of heavy (for me anyway!) weights. I got this idea from Crystal, which led me to this free e-book (salesy, but informative), and so far it’s a nice break from routine.

…Seeking Balance

Work (the paid sort anyway) has been lighter this past couple of weeks, and that has been good in its way. It’s funny how the older kids, while not requiring the same hands-on vigilance as the littles, seem to be in phases that require more time and emotional energy right now, so it has been good to slow down and be able to focus on those needs lately. I’ve been doing more personal writing too, which is restorative and fun. I still have no idea how to work the schedule to include paid work, personal writing, study time, school, and intentional parenting all together. But if I look at things from a weekly or monthly perspective, it does all fit in.

…Listening To

The kids and I are listening to The Chronicles of Narnia books on audio (unabridged, not dramatized) in the car–what a great series to listen to one after the other! This is perfect for summer car trips or just for going around town. Highly recommended!

…Keeping In Mind

“May you treasure wisely this jeweled, gilded time, and cherish each day as an extra grace.” –Andrew Greeley

What are you bookmarking this week?

 

Disclosure: This post contains a few affiliate links. Thanks for clicking through when you shop on Amazon!

A few more read-alouds set in Asia

We are wrapping up our study of the 20th century (and I can’t decide if we should start the ancient world again after spring break, or just do lots of random literature read-alouds until August? Thoughts?) and read several more good books set in Asia.  If you’re interested in the area or are studying the Korean and/or Vietnam Wars, these might be good choices.

inside outHannah (10) and I previously decided we didn’t really like verse novels, but Sarah (7) read Inside Out and Back Again and kept telling us how fantastic it is, so finally I read it and yes, it is fantastic!  Hannah grudgingly agreed that it was all right, because she liked the author’s second book (below) better, but we all enjoyed talking about Inside Out.

The book tells the story of a girl whose family has to leave Vietnam near the end of the Vietnam War. Emigrating to the US, the little girl faces all kind of challenges–language, customs, bullies–and yet bravely learns to stand up for herself.  These are such great topics for elementary school kids, both in how to treat others who are different and how to behave when you yourself are different.

Even if you think you don’t like verse novels, I highly recommend you give Inside Out and Back Again a try.

listen slowly

Naturally, we wanted to read Thanha Lai’s second book, Listen, Slowly. The book is a novel rather than a verse novel (I think it was a sound move for Lai to branch out, but also brave since her verse novel won awards and it probably would have been easy to let herself be pigeonholed in that genre) and it is set in Vietnam, so you get more details about the country.  I’m not sure which book I liked most.

Listen, Slowly follows two girls–one born in America to parents who fled Vietnam as children during the war, and one her cousin who grew up in Vietnam.  As they come to understand each other, the reader learns a lot about Vietnamese culture and also gets an outside-in view of some of the silly parts of American tween culture in the process.

The book had some great discussion topics like how we can view our own culture, how to figure out if someone is really a true friend, why we respect our elders, and the like.

One caveat for younger readers: There is an episode in Listen, Slowly when the American tween advises the Vietnamese cousins that they should convert their underwear to thongs.  I wound up having to explain to Hannah what thongs were, which is fine but I wasn’t expecting the question!  She declared the whole idea “completely ridiculous” and later in the book the American tween character does too, but I thought I’d mention it as a heads up.

seesaw girlSeesaw Girl was our read-aloud choice about Korea. Although it’s set in the 1600s, there were a lot of great cultural references that I thought helped round out our understanding.  We read other picture books and shorter chapter books set in Korea too, but really enjoyed Linda Sue Park’s story.

I loved the setting details Park included–sometimes children’s books are light there but Park did a great job of evoking both the historical and geographical settings.

The kids read several other books by Park and enjoyed them all. Jack (8) tried to teach himself Korean from some YouTube videos.  Hannah asked for a hanbok for her birthday. We briefly looked up airfare to Korea (my family lived there when I was in 7th and 8th grades and I would love to visit again) but, to paraphrase Kermit the Frog from a non-Korea-related movie quote, “that would cost as much as an Oldsmobile” so we had to settle for going out to dinner at a Korean restaurant.

water-buffalo-days-cover1To be honest, Water Buffalo Days was a kind of disappointing read-aloud. I think it was partially because the kids had already read The Land I Lost by the same author so they knew more stories and details and they thought this was “a little kid version” and were not super enthused.  As the person reading aloud, I wished the book would have had more setting details.

We didn’t hate it, but the consensus among the kids was that you should read The Land I Lost instead of Water Buffalo Days.

 

Disclosure: This post contains affiliate links.

Snapshot: February 2016

I recently noticed a comment on last fall’s snapshot post, which reminded me that I haven’t updated it, in spite of having made some good changes since then that might be helpful for or of interest to others.

Game Changer 1: A Checklist For ME

IMG_4992I don’t know why it took me so long to think of this, but when I saw Misty’s post on her checklist, I shamelessly grabbed the idea and tweaked it to fit our needs. The result? Pure gold. Here is why this works for me:

  • Everything is on one page. This is an entire week of school, for all of the kids, on one page.  It’s a daily to do list and a record keeping tool in one. Because I have it color-coded by child, it’s easy to see at a glance who still needs to get stuff done so I don’t have to scramble to figure out if someone should be playing Legos or actually still needs to finish math.
  • I pre-made decisions. To fit everything on one page, I really thought about what I need to do with each child. In some cases, that meant adding some things, and in others it meant getting real about what I could actually accomplish. I don’t have to reinvent this wheel every week. I just change the dates, change the books we’ll be reading together for history and literature, update dictionary/vocab words, change independent reading, and I’m done. Ten minutes, tops.
  • It keeps me accountable. I love checklists. Seeing something on my clipboard helps me to follow through with intentions. I am doing much better checking people’s independent math work, actually doing Latin every day, and remembering what we do on which day.

Like Misty, I keep my checklist on a clipboard, which also contains our memory work, map work, hymns, and review pieces for the week. I use sticky notes to keep track of where I am. No more hunting for a poem or looking up passages on my phone!  It’s all in one spot, and that really works.

Game Changer 2: Preschool First

IMG_4872I have read over and over again to spend time on the littlest people first, but I never could figure out how to do that. It seemed more important to get the big people through their work. However, when I don’t put a space in for tot school, it falls off the agenda way too often. I’m not talking about crazy academics here, just about the sort of solid reading, Mother Goose, alphabet/numbers, Bible stories, and fairy tale time that I used to pour out for my big kids when they were littles.  Eliza (2 1/2) gets a lot of read-aloud time throughout the day, but that often comes during our school reading, family reading time at night, or from siblings reading picture books to her.  Preschool time is 20-30 minutes of one-on-one with me going through the great children’s literature we’ve collected. We do this right after breakfast and Convocation, while the big kids get ready for Inspection and do their piano practicing.

Game Changer 3: Building in Margin

IMG_4983Homeschooling with a baby requires more margin than you might think, but also less than you might fear. I’m pretty adept at handling a baby while also teaching, but I have been a lamentable failure at margin for a long time. No more. Teaching From Rest put this in great perspective for me, although it is something I should have accepted long ago.  Maybe lessons should take a certain amount of time, but homeschooling (and parenting in general) is not about efficiency, much to my chagrin. I think my reluctance to build in margin is why my schedules never worked before.

IMG_4984This semester, I built in margin every step of the way. Lo, and behold, we actually follow this one. It’s more of a flow than a rigid minute-by-minute thing, but if I don’t at least ball park times for our routine, I’m going to try to put too much in it.  Since I built in some margin, this timed version of our schedule is actually what we normally do, give or take a few minutes.  It looks something like this:

7:30 – Put on classical music (whatever composer we’re studying) to call kids down to breakfast.

7:40 – Convocation while kids eat (mostly Biblestudy, prayer, singing, and memory work).

7:55 – Preschool with Eliza while big kids do jobs, get ready for Inspection, and practice piano if they have time.

IMG_49858:20 – Inspection (What is inspected gets done! Everyone has jobs and checklists for this) and get Eliza dressed.

8:30 – Jack’s Teaching Time (one-on-one subjects with me) – other big kids do independent work and/or read to Eliza.

9:20 – Sarah’s Teaching Time (one-on-one subjects with me) – other big kids do independent work and/or read to Eliza.

10:00 – Table Time (this is a rotating list of things we do together like memory work, geography, dictionary/vocab, art, Latin, etc) – I peg this to morning snack to make sure everyone gets protein and that we actually do Table Time.

10:30 – Hannah’s Teaching Time (one-on-one subjects with me) – other big kids do independent work and/or read to Eliza.

11:20 – The Reading (Subjects we do together using read-alouds, like history, literature, art history, poetry, science, etc) – this takes 1-2 hours but we don’t always finish it all at one time in a given day.  It can spill over to meal times, afternoons, after dinner…lots of families do this sort of thing first, but since this is what we love to do most, it’s the one thing I can reliably do in the evenings and know it will still work.

In all, school takes us about 5-6 hours per day. On paper at least! In reality, independent work isn’t always completed efficiently, and often even with margin the times wiggle significantly. Still, we generally follow this plan now and it seems to work pretty well.

Game Changer 4: The Week View

IMG_4940Another great thing about my checklist is how it helps me to see school as a week-long pursuit, not just one day.  Some days we have appointments, or a babysitter coming over, or homeschool co-op.  Sometimes we just have a rough day.  The checklist helps me to see what we have to accomplish for the week, so I can clearly see where we can do more or less on a given day.  We can have a really long Table Time, someone can double up in spelling, or we can finish up subjects at night after dinner.  School doesn’t have to happen between 8 and 3, and flexibility is part of the beauty of the whole thing.

Game Changer 5: Humility

This year has been all about humility. We’ve had crisis after crisis that I did not see coming. Things I thought I had all sewn up (potty training! getting baby to sleep!) after Kids 1-3 fell to pieces on Kids 4 and 5. I do have some systems in place so that we can stay functional, but more and more I am realizing that what I think I have “under control” is not really under my control at all, and what looks like “together” is actually God’s grace more than my competence.  That is simultaneously terrifying and freeing.  So I’m bringing my basket and doing my best and praying a lot more and continuing to learn as I go.

In light of that, please see posts like this for what they are–a snapshot of what is working, for us, for now.  It will almost certainly change, probably soon, and possibly won’t apply to your situation at all.

Anthropology.  It has to go somewhere!

What is working for your family or school life these days?

 

Teaching From Rest

teaching from restI have had Sarah Mackenzie’s Teaching From Rest on my wish list ever since it came out, and this Christmas I received a copy.  Y’all, I read a lot of books.  I don’t want to own most of them.  But I am so, so glad to own a copy of this one.

Teaching From Rest is ostensibly about how to homeschool with peace, but it’s also about how to do life with peace.  Homeschooling is a major part of my life, but it’s not the sum total, and I found so many pieces of this book helpful to me as a parent and as a person too.

I tend to do a lot of things, and get caught up in analyzing all the things, and often wind up getting overwhelmed.  The past several months have been even more overwhelming than usual.  But something Sarah wrote in this book stopped me in my overwhelmed tracks and completely changed my viewpoint about my days.

“Bring your basket.”

Sarah points out that often in homeschooling (and parenting, and life) we feel overwhelmed like the disciples faced with 5,000 people who needed feeding and only a few loaves and fish to get the job done.  We feel like we can’t possibly do this with the resources we have.  And we’re right as were they.  We aren’t making it up, life is hard. But whatever we are facing, we can bring our basket–whatever skills, abilities, and time we have–and trust God for the rest.

This visual helps me so much.  I have the phrase written on my desk and in my goal sheets. I remind myself to bring my basket several times a day.  It really changes my perspective and reminds me to pray over more things.

Teaching From Rest is full of things like that.  I had several tabs to make a note on almost every page.  I can see re-reading this book again and again.  If you read Sarah’s blog, some of it will feel familiar to you, but it’s more than enough new and expanded content to be well worth it.

If you homeschool, I think you really, truly, and immediately ought to read this book.  If you don’t homeschool but tend towards bustle and overwhelm as a parent in general, I think you’d get a lot out of it too.  It’s an excellent read for any time of year, but particularly helpful in the New Year/fresh start season.

As a side note, I have the hard copy version of the book, which is revised and expanded from the original e-book. 

 

Disclosure: This post contains affiliate links.

The Bookmarked Life #14

2The Bookmarked Life is my take on catch-all posts–a record to help me remember this season of life.

Right now I’m:

…Considering

We take a lot of things for granted. At least, I do. For example, the fact that most people have uneventful pregnancies and mother and baby live through delivery–this was not always such a given, and I have now repented not being more grateful for the four simple deliveries I had prior to Margaret’s!

…Furnishing My Mind

IMG_4647

As I am restricted from almost everything (other than sitting on the bed or couch and typing!) I’ve had lots of time to enjoy Margaret’s tiny phase. It’s hard to believe she is already one month old today! The big kids love her and–when they haven’t been battling dreadful colds, ear infections, and croup–have enjoyed hanging out with her. So far she is a very solemn baby, and hates to be left alone. It will be interesting to see how she shapes up as she grows!

…Living the Good Life

I downloaded a new Advent Biblestudy from Jenni Keller (having gotten so much out of her studies on James and Colossians). I’m excited to start it once I finish the Savor and Establish study on Philippians that I’m working through now.

IMG_4675One thing I really like about the Advent study is that it includes a short Biblestudy for you to do with your kids too.  Each day has a Scripture reading, a Scripture for writing down in a notebook (starting a good habit!), and a few questions for discussion and understanding.  I think this is going to be a great addition to our December Bible time!

We will also keep up our annual Jesse Tree tradition, and it will be fun to use the story Bible selections with Eliza since I doubt she remembers this from last year..

…Teaching

Being in such an intense recovery phase–and finding out that it’s likely to be a three month process rather than the six weeks I initially thought–makes school a IMG_4724bit of a challenge.  I had planned ahead to take a month or so off, but hadn’t planned on two months!  So we are doing a little bit of school every day, and counting quarter days, half days, etc as it seems good to me.  I have kind of high standards for what constitutes a whole day of school, but my benchmark is NOT hours spent.  Rather, I mark a school day by what learning transpired.  A kid can spend 12 hours dilly dallying over a math lesson (ask me how I know) and that doesn’t count as a full day of school for me.  Or, kids can have a great discussion of history and science and literature readings, do their language arts, math, and spelling quickly with no fuss, and get in a full day in no time flat. Some of us grasp this truth more quickly than others.

…Boosting Creativity

IMG_4732I got each of the big kids an adult coloring book to help give them something productive to do since I can’t get up and regulate fights and whatnot as I usually would.  They are an unqualified success.  The kids don’t usually care for regular coloring books, but the detail and challenge of these books seems to inspire them.  I wish the author had done a few more so I could get others for Christmas presents!

 

 …Seeking Balance

Fortunately, thinking and typing are not on my restricted list, so I’ve been able to keep up with work fairly well while I’m recovering.  I did take two weeks of “maternity leave” while I was in the hospital–out of sheer necessity–but now I’m back to work and grateful that I have work I enjoy and can do flexibly from home!

…Listening To

Since I’m up nursing a lot at night and Margaret is sleeping in our room, I can’t really turn on the light and read a regular book.  Instead, I’ve been listening to audio books and podcasts.  I can’t say I follow every word with bated breath, as often I feel like I’m floating between being awake and asleep, but I like feeling like I’m doing something, rather than just sitting around in the dark. One podcast of note is Tsh Oxenrider’s The Simple Show.  It’s great!

What are you bookmarking this week?