| Author |
Message |
    
Paula in TX (Outofsight)
| | Posted on Friday, December 13, 2002 - 06:11 pm: |     |
Jo Dee,
Thanks for all the good suggestions. I hadn't thought of using children's devotionals to help kids get started in a personal time with God--nor did i know what was available!
Thanks again.
Paula |
Jo Dee (Jodee)
| | Posted on Friday, December 13, 2002 - 01:46 pm: | |
Julie,
Go ahead, glean all the information you can on the list.
The thing is, there are so many things listed that I couldn't list them all for you. I will, however give a general overview:
*Bible and Character training, including Bible history
*Nature and Science
*History and Geography, including reading maps and using a globe
*Writing and Speech which many times can be combined with Bible, History and Science, including narration, oral reports, journal writing, etc.
*Mathematics
Jo Dee |
Jo Dee (Jodee)
| | Posted on Friday, December 13, 2002 - 01:38 pm: | |
Julie,
Taking care of each other involves doing things for the family or an individual in the family. For example, meal preparation, setting the table, doing laundry, cleaning, etc., doing little things for one who is not feeling well, like getting a glass of water or a book, or reading to them, picking up after someone else just to help them out, and other things like that.
I remember during my last pregnancy my stomach stuck out very far and I just couldn't do certain things (like getting behind the toilet to clean.) My children volunteered to do all of the cleaning - not just the stuff I couldn't do. While it wasn't up to my standard, I was proud of what they did and allowed them to help out by doing most everything. I still insisted on cleaning my bedroom, though.
Jo Dee |
Jo Dee (Jodee)
| | Posted on Friday, December 13, 2002 - 01:32 pm: | |
Paula,
In regard to private personal time with God for your children, we've used a couple of devotionals for them. It is a very short reading with some questions they can answer on their own. We started these when the children were very young: "First Steps", "The Bible Tells Me So", and "God Takes Care of Me" are all in the "A First Steps Devotional" series by Paul Loth. We read these aloud as they are for very young children - ages 3 or 4 to 9. We do them individually with them so it is personalized.
As they were able, we found other devotionals written in large type and easy to read formats for them to read. If they were not able to read yet, we would continue to read it aloud to them. One my children really like is "The Kids-Life Bible Storybook" by Mary Hollingsworth.
My oldest is the only one who can read well enough to do anything really in-depth on her own - she's 11. Currently she is doing "A Girl of Beauty". We go through the two page or so reading together and discuss it, then she does a Bible reading and writes down what she learns from that in regard to the character trait in the lesson. She does one lesson a week, so she can really get into it each day. At the end of the week we discuss what she has discovered. It's her favorite time.
I think the key is to make sure it isn't too much for their age, that it is something they can apply to their lives, and that you ask them what they have learned and discuss it with them. Do you have an example in your own life? Share it with them and it will help with your relationship as they see that you also went through similar things.
Jo Dee |
Jo Dee (Jodee)
| | Posted on Friday, December 13, 2002 - 01:08 pm: | |
Well, I've been out of town for over 2 weeks and now I've got to catch up. Anyway...
Julie,
It is at times difficult to get cooperation with the whole family taking a quiet time, especially if you don't do it, too! My children have mandatory quiet time when my 14 month old goes down for a nap. Once she is asleep, she can sleep through anything. The three older ones are required to do a quiet activity that doesn't require getting up from their chair/bed (wherever they decide to be.) The minimum is 30 minutes, but there are times when the baby is still awake (quiet, but awake in her crib) and they all know that they must be quiet until she is asleep for at least 10 minutes.
Jo Dee |
Paula in TX (Outofsight)
| | Posted on Saturday, November 23, 2002 - 09:39 am: | |
Julie,
We have four kids, ranging from 18 months to 12 years old. Our oldest was about 2.5 years, when I started what I then called "room time". I'm usually not good at sticking with things, but I guess I want a nap or break for myself badly enough that I have been pretty regular about this.
You might start with 15 minutes after lunch, and gradually lengthen the time. Perhaps you could help your Dd think of a quiet activity she would enjoy. Hope this helps a bit.
Blessings,
Paula |
Julie in NW WA (Julie)
| | Posted on Saturday, November 23, 2002 - 08:26 am: | |
Paula,
I do agree learning to be by yourself is an important skill. One which seems to come very hard to my youngest dd--she does NOT like to be alone! (Which is so alien to me because I LOVE to be alone!) We do not have the "excuse" of a baby or toddler needing naps to enforce a quiet time. I will have to get creative on this one.
If you don't mind sharing, I'm curious about the ages of your children, especially the daughters.  We only have two dd, ages 10 and 11.
--Julie |
Julie in NW WA (Julie)
| | Posted on Saturday, November 23, 2002 - 08:20 am: | |
"Home Service, yes, it is taking care of the home, but I would also say it is taking care of each other.
Jo Dee"
Can you give me any concrete examples of "taking care of each other"? I don't know why I'm being such a dunce about this. The first thing that comes to my mind is taking care of younger children, babies and toddlers, of which we have none. Or an aging grandparent or a sick family member, neither of which apply right now. I HAVE had the thought before that we DO need a baby in this house!--a little person to focus on, to take us out of ourselves. It seems to me that we're all getting a bit self-centered!
--Julie |
Paula in TX (Outofsight)
| | Posted on Friday, November 22, 2002 - 09:59 pm: | |
Julie,
We try to have a quiet time, or rest time, for about an hour after lunch. We don't have firm anchors, I'm sorry to say, so the time varies, according to when we have lunch. If all goes well, our toddler will be napping. Our older kids are expected to do something quiet, such as read, draw or play. Our two daughters share a bedroom, so I have one of them stay in the den or some other room. I found that if they stayed in the same room, they talked. I feel it's important for kids to have some time when they have to entertain themselves.
I know we need to get our routine down more firmly, so that things happen at about the same time each day. Still, that regular quiet time is a good break for everyone. The kids tend to fight, and I think having some time away from each other can help.
I have tried to encourage the older kids to use some of their quiet time for prayer and Bible reading, but without much success. We have family prayer and Bible reading, but can anyone suggest ways to help kids spend time with God on their own? My time with the Lord is such an encouragement to me, and I have explained that to the kids. I can't force it on them, but I have told them how crucial this is, in developing a close relationship with God.
All three of our older children say that they have trusted Christ as Savior. Any ideas for how to help them develop that one-on-one time with God?
Blessings,
Paula |
Julie in NW WA (Julie)
| | Posted on Friday, November 22, 2002 - 08:26 am: | |
"Step 1. Anchors: Bed time, waking time, family devotions, meals, quiet time."
Beginning at the beginning here! How many of you folks are actually able to institute a QUIET TIME?! Like the whole family taking one?
--Julie |
Julie in NW WA (Julie)
| | Posted on Friday, November 22, 2002 - 08:22 am: | |
Jo Dee,
The reason I ask is because I don't have a Manual. And even though I would love to own one I don't forsee buying it in the near future. Maybe down the road......
So I'm hoping I can glean information on this list.
--Julie |
Jo Dee (Jodee)
| | Posted on Tuesday, November 19, 2002 - 06:33 pm: | |
Julie,
I noticed no one answered your questions"
Do the Moores have a list of recommended subjects for this age range? Or work or service suggestions for that matter?
And Home Service is taking care of the home?
Yes, the Moores do have a list of subjects (and approximate times for each) listed in the Manual. For example, ages 8-10 included 20 minutes for Bible, 20 for math, 20 for phonics/spelling/language, 20 for reading, 20 for penmanship, and 30 for social studies/science/health. Other explanations are included, too, including a check list as to things a child this age would have learned.
Work and service options are listed in several of the Moores' books. However, there are many you may find that aren't even listed.
In regard to Home Service, yes, it is taking care of the home, but I would also say it is taking care of each other.
Jo Dee |
Julie in NW WA (Julie)
| | Posted on Wednesday, November 13, 2002 - 05:53 pm: | |
Do the Moores have a list of recommended subjects for this age range? Or work or service suggestions for that matter?
And Home Service is taking care of the home?
--Julie |
Susan (Susan)
| | Posted on Wednesday, November 13, 2002 - 03:57 pm: | |
"Subjects that fit in with anchors"
That means whenever possible, especially for lower grade levels, try to combine the subjects with the anchors, for instance, Bible study can be part of morning devotions, and oral language skills can be part of mealtime.
They don't have to be done all the time along with the anchors, so don't stress out about it! If you don't get to bible study along with family devotions, or you play an oral game while driving to the grocery store instead, IT'S OKAY!!
Then the next step is to think about how any of your school subjects could be covered by the work and service you have planned.
The last thing worked into your schedule is bookwork. Surprised?  |
Julie in NW WA (Julie)
| | Posted on Wednesday, November 13, 2002 - 02:29 pm: | |
"MAKING A SCHEDULE WITH ANCHORS:
"Step 1. Anchors: Bed time, waking time, family devotions, meals, quiet time.
"Step 2. Subjects that Fit in with Anchors. Bible, oral language.
"Step 3. Home Service and Subjects that become a part of them.
"Step 4. Student Work Projects or Home Business.
"Step 5: Book Work. Why book work last? Because the Anchors, Work and Service are the foundation of your program."
**************************************************
This looks like a good starting place! And this is our age group, too.
Q: What is meant by "subjects that fit in with Anchors"?
Q:Is Home Service taking care of home--housework and chores? And what subjects "become a part of them" and how?
"Because the Anchors, Work and Service are the foundation of your program." Yes, yes, YES! My heart and soul just quiver in joyous harmony with this concept! (WHAT in the WORLD have I been thinking?!!?)
--Julie |
Jo Dee (Jodee)
| | Posted on Monday, October 14, 2002 - 02:18 pm: | |
Jager,
I think you hit the reading schedule right on the head. The only thing I would mention is that you are sure your child is ready, even when the "magic age" is hit. Some are even later. But that's the joy of homeschooling, you know better about your child and your child doesn't have to fall behind in every subject just because he can't read.
In regard to comprehension, I think this is stressed too much by school officials. If your child doesn't comprehend what they are reading, the problem is probably one of these:
The material is too difficult for them - their ability to understand the material isn't there, yet. They may need additional maturity. Even if they can read the words, it doesn't mean they could understand it, even if you were to explain it in simple terms. For example, you could spend all day explaining how an airplane flies, and I would never be able to understand it. It's just not an area I "get" very well.
They need practice reading - sometimes a child works so hard on the reading and decoding that they don't even know what they read. At this time, they need practice reading things easier than their reading level. Once they practice and can read without thinking about it, they can start taking in what they've read. Don't forget, before your child can move on to more difficult reading, they must practice what they already know. Here is where speed can also be improved upon. Speed is also relative to why you are reading. Is it for pleasure or study of a new topic?
They aren't interested in the material. This is very easy to see, if they don't like it, they won't care to understand.
There are other reasons, but these generally cover many of the problems with comprehension.
Jo Dee |
Jo Dee (Jodee)
| | Posted on Monday, October 14, 2002 - 02:08 pm: | |
1. I had been trying to teach my son reading since he was 6 years old...
I started my son at around 7-8, but not because I wanted to, because he wanted to. He still wants to, and he's 9 and still in the Early Bible Readers. I don't understand him at all. He never gets frustrated. When we finish on something (and I always make sure he has some success) he wants to go on, even though he knows it's too difficult. Some of it, I know, is because his friends at church read, and he doesn't want to be left behind. Another part is that his younger sister reads much better than he. I have explained to him that boys are usually slower in this area than girls when they are young, but eventually they will catch up and pass up the girls. He laughs about that and thinks it's great. But he still wants to push himself. I do my best to keep it no more than he can do. That's hard, though.
2. Okay, how many of you have been working backwards, like me? I tend to put school first, then fit the rest of my schedule around IT, instead of putting the anchors in place, and working school around the anchors, chores, work and service.
I learned my lesson long ago. I'll even call off "school" when I think we really need a break. It may be someone is pushing too hard (either me or one of the children) or we're going to have a schedule clash (like a visiting relative, or a special project, etc.) or we just need to do "spring cleaning." The only part of "school" we consider necessary every day is Bible reading, devotional time, and Bible memory. Ever since I took this attitude, days have been much easier. They aren't perfect, just easier to handle!
3. Subject time frames.
The first time I read about these, I got a big kick out of it. It is rare that we spend more than 2 hours (except for my older one, she spends much more on her own, by her own choice) for each child. What I mean is, one child may have a break while I work with another one, so their break (free time or chore time) isn't "on the clock" when it comes to school. The problem, I spend more than 2 hours! What about us moms? Can't we get by with just 2 hours???
At least I am normally finished with all of them before lunch - so it's only about 3 to 4 hours for me - give or take.
Jo Dee |
Susan (Susan)
| | Posted on Monday, October 14, 2002 - 06:59 am: | |
Jager,
I like the analogy of boulders, pebbles, then sand! I have actually seen a demo of that once, and it was really impressive |
Cheryl Z (Cherylz)
| | Posted on Monday, October 14, 2002 - 06:51 am: | |
> 2. Okay, how many of you have been working backwards, like
> me? I tend to put school first, then fit the rest of my
> schedule around IT, instead of putting the anchors in place,
> and working school around the anchors, chores, work and
> service.
I fluctuate between this plan and the opposite. Some days we have school
around life. Actually, lately most days are like that. But now and then
I feel the need to do school and make sure we are on some kind of a
track. I know that Helen or Sonja said we are to worry about finishing
children, not books, but I'm still a little stuck on that mentality.
Life is so nuts around here, I often wonder if I'm doing the right thing.
We have our anchors - eating, bedtime, feeding animals - but the rest
seems to be up for grabs. The saying "stop the world - I want to get
off" keeps coming to mind!
>
> 3. Subject time frames. >
> But by the end of the day, we should have put in a full day
> of school.
This works for my older ones better than my younger ones. They are
working a little more independently this year and they do their subjects
when I am doing other things. One of my goals for this year was to spend
more time with my 4yo and that's not going well. The baby is still a BIG
distraction. Between the baby and regular house work, helping the older
kids with different subjects, poor Noah is falling through the cracks, I
feel. I really need to fix this soon. I think each child is spending
about the right amount of time on each subject, but my time is longer
because I have to work with each one of them.
>
> 4: Confession time: I have really over-scheduled my
> children for this coming year. I always get overly
> ambitious in the fall.
Me too. This year I've been careful to not do that. At this point I
think other things are messing me up more. My biggest thing is that I
need to get up earlier in the day so I can get myself organized before
the children wake up. That's hard to do with Bethany, though. She's not
quite on a regular schedule during the night. Plus my husband's schedule
is always different and I have to keep readjusting for that. Oh, well.
Somehow I'll get it straight!
Cheryl Z. in IL |
Jager (Save)
| | Posted on Thursday, October 10, 2002 - 08:02 pm: | |
I use anchors. I like the structure. I fit things around that. I consider it block schedualing. Boulders in first, then pebbles, then sand. That way you get it all in. Mix up the order and you might find that things don't fit and your stressed out. I've been using this method since I was a child, so it is confortable for me. I try to minimize activities to what is important only as I too tend to be overly ambitious.
This is an area that I struggle with. I love the work, study, service balance. Encourage creativity. Waiting till age 9 to "teach" a child to read? In one aspect you have the Moores saying "as long as hearing and eye sight tests are fine wait till child matures" yet informal reading has been in place since preschool in their program. What is the fine line of "teaching" a child to read? Second I talked to a Moore counsler about my son and his processing problem. (remember that his auditory test is normal)I got the impression that I should not wait till that time to "teach" him to read. That I need to provide kinestetic and visual "teaching" methods early. Maybe what she means is the informal setting prior to an official "teaching of comprehension" at that age. I also don't want to fall in the catagory of failing to provide opportunity for experiance. Exsample: Potty training. I used a method in which you can teach a child at least 18 months old how to toilet themselves independantly in 1/2 a day.Kids liked the process. Felt good about thier new skill. Good for me too! However there is also the wait till they are 4 and have then train themselves when they are ready. That's an additional 2 1/2years of diapers that could have been avoided if they knew a better way! Are methods like neurodevelopment a better way to mature senses than the wait till he is 9 -13 years of age? The assumption that senses will mature by this age, are there exceptions?
My take is don't push the academics. At age9-13 if child has not on his or her own begun to read through informal methods, now is the time to structure this activity. Also now is the time if the child has learned to read through informal process to work on comperhensision, speed or what ever is needed to fill in the gaps in a more structured setting. Did I miss the boat on this one? I'd like to get this right early on. |
Susan (Susan)
| | Posted on Thursday, October 10, 2002 - 08:05 am: | |
Grades 4-6, Expecting More From Your Child (ages 9-13) (Pages E1 through E5 Only)
"Is it time for a "traditional" education? NO! Continue to watch your child's interests, aptitudes, and abilities. Encourage his creativity, and watch those skills multiply."
By expecting more from our child now that he/she is 9-13, simply means that now we can "teach" them to read. His INTEGRATED MATURITY LEVEL should be just about reached in most children by now. That means his nervous system, his vision, and his fine motor skills have finally evened out and he can do some writing every day, at least for a subject or two.
Keep reading aloud to him and with him, and allow him to dictate work to you. Just because he can do it, doesn't mean he must do it all the time.
There are 8 points made next.
1. Make the "Family Homeschool Schedule" using the anchors. Refer to the "Suggested Time Frames for Subject Areas". Balance study with work and service.
The time frames say about 20 minutes a piece for all subjects, 10 minutes for handwriting, and 30 minutes for unit study for grades 3 and 4.
Grades 5 and 6 move up to 30 minutes, and reading is now considered part of the content subjects and is no longer taught separately.
Social studies, health, and science should be taught in blocks of time, not simultaneously, for best retention of knowledge, according to the Moores.
2. Re-read intro in the manual. Add Scripture Memorization as key part of the plan.
3. Determine if the unit study method would work for you at least some of the time, and read that section of the manual to see how to implement this study method. Use the No-Stress learning objectives to get ideas and to be sure that the children are covering a variety of subjects.
4. Study the Moore Association catalog and select resources on your own as much as possible. Consider either joining or becoming an associate to receive help in planning your school curriculum.
5. Use "Ways We Learn and Show what We Know" to get ideas for projects, and to demonstrate knowledge in the chosen subjects.
6. Checklist: Are you using Guided Questioning? Encouraging Observations Skills? Taking advantage of daily learning opportunities outside of your school time?
7. Continue to double check the list of Learning Objectives throughout school year, choosing new ones and documenting those covered.
8. Have FUN!
MAKING A SCHEDULE WITH ANCHORS:
Step 1. Anchors: Bed time, waking time, family devotions, meals, quiet time.
Step 2. Subjects that Fit in with Anchors. Bible, oral language.
Step 3. Home Service and Subjects that become a part of them.
Step 4. Student Work Projects or Home Business.
Step 5: Book Work. Why book work last? Because the Anchors, Work and Service are the foundation of your program.
Discussion/Confession time:
1. I had been trying to teach my son reading since he was 6 years old. We were STILL only on first grade and had been for 3 years! If I had known about the Moores way back then, and how to implement their methods, I would have held off as long as possible until he was ready. He just wasn’t ready to read yet, and he was 9. Mostly because I tried to pick the apple before it was ripe.
Reading this section made me convinced to totally chuck the phonics and the workbooks and everything out the window. I mean, he knew his phonics; he had spent 3 years on them! We needed a quick review, but other than that, he knew them very well. We decided to just concentrate on fluency now, with the pathway readers and easy readers from the library.
Now, how can a 4th grader be a non-reader? By being blessed enough to have the parent who is reading aloud the history, science, geography, health, bible, and math, and using hands-on learning wherever possible.
That is how we have done it up till this time, and we will continue for another couple of years this way, I am sure. By doing school this way, my son has been able to keep up with his older sister in all subjects, except language arts, until this year, when she started 8th grade, and he is doing 5th.
My daughter is my artist and linguist. She started reading early and talked in complete sentences at age 18 months. But even she didn't start reading for pleasure and information until she was 10 years old.
2. Okay, how many of you have been working backwards, like me? I tend to put school first, then fit the rest of my schedule around IT, instead of putting the anchors in place, and working school around the anchors, chores, work and service.
3. Subject time frames. This is nice to know. for Grades 3 and 4 the time allotment for each subject area is 20 minutes, with the exception of penmanship, which is 10 minutes, and unit studies/content subjects, which is 30 minutes (I am assuming that is because 20 minutes is too short for most projects to be worked on; you would barely get the supplies pulled out before having to put them away again). This makes school each day only 2 hours long. Since that is about how long I have spent on school in the past, that made me feel GREAT! ;-)
For Grades 5 and 6, the time allotments increase by 10 minutes. So now school should last about 2 hours and 10 minutes, because the subject READING is dropped and included within the content subjects.
This doesn't mean we have to block off 9 am until 11 am for school, however. School can be spread out throughout the day. For instance, if the family devotions are to be considered "bible", then that might not happen until the evening after supper. Reading aloud might take place after lunch and quiet time, or before bedtime. Projects could be worked on individually, or as a group, during baby's nap time. Math and health might happen simultaneously for the day might be helping mother bake a cake from scratch in the morning.
But by the end of the day, we should have put in a full day of school.
4: Confession time: I have really over-scheduled my children for this coming year. I always get overly ambitious in the fall. I think I am going to spend this afternoon weeding out many of the planned subjects and books we were going to cover, and set them aside to be added in gradually, as we finish a few at a time. It is more important that my children find a service project perhaps at the senior center near here, than spend three hours a day in our house doing schoolwork. Also, I need to consider the fact that I have a 4yo who is quite distracting, and a heavy school schedule will make everyone stressed and frustrated. |
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