Wednesday, June 17, 2015

How To Find Us!

  How to Find Us


We've moved from our old Blogger blogs, and made a few changes. Below are some places you can find us!




Character Ink Blog          


    
First, you can find us on our Character Ink blog! Here I blog about parenting, homeschooling, marriage, character training, language arts, home management, low-carb/healthy cooking, grammar, reaching the hearts of your children, and teaching. CharacterInkBlog.com  






findus  



Second, you can find us on three Facebook pages:

Character Ink!  

Raising Kids With Character

Language Lady


Note: We are closing the Training for Triumph Facebook page, so be sure to go over and like our Character Ink page for homeschooling and more, and the Raising Kids With Character page for parenting in general.      





Third, you can listen to our Wondering Wednesday podcasts episodes at our blog AND in iTunes!     



CQLA Samples  


Fourth, you can see samples of our curriculum, print them off, and try them out here for CQLA and here for Meaningful Composition. Check back here often as we are adding the new Meaningful Composition books through summer 2015.



    Calling Character Ink!



 Finally, you can call or email us directly to place an order, to sign up for classes, or to schedule a speaker or a parenting seminar.  

Email us: characterink@gmail.com OR characterinklady@gmail.com  

Call us: 260-450-7063 260-433-4365  

Write us: Ray and Donna Reish
11120 Aboite Center Road
Fort Wayne, IN 46814  


You can also find us on Pinterest, and in our weekly e-newsletters that contain articles, recipes, parenting helps, language arts teaching, and more. Sign up here! And click here to see previous newsletters :)


See you soon!

Thursday, May 15, 2014

Cottage Class Forms for 2014-2015 School Year

Fall 2014/Spring 2015 Character Ink (Training for Triumph) Class Info and Links

All classes for Fall Semester (August through December) are listed below with their Description Sheets and Registration Forms. 

Note that there are changes from the published forms in the spring issue of the FWAHS "Homemade News." Please use forms below rather than old forms.



You will notice a few changes in next year's classes and schedules:

1. Wednesday Craigville/Ossian classes are moving to Tuesdays.

2. We are adding another First Assembly day on Thursdays. (CQLA and
sciences will only be on Mondays there; see *new* classes for Thursdays
listed.)

3. We are adding two new science teachers---our daughter Kayla (who
is a nurse and has four degrees in nursing, Bible, and a masters in church
history, and more) will be teaching some sciences and our son Josiah
(who will be in his final year of nursing school and working as a nurse
tech at a pediatrician's office) will also be teaching some sciences
(specifically Advanced Biology/Anatomy).

4. We are adding the first high school year of Spanish-Spanish I,
which will be taught by Kayla (see above) who has had four years of high
school Spanish and two years of college Spanish and has spoken Spanish
in various locations as a missionary nurse. (Spanish I and Spanish II
will both be offered the following year, based on interest.)

5. We are adding two blocks of CLEP test prep classes! These will be
taught by Joshua, who tested out of his entire degree except for two
classes for which there were no tests available. He knows his stuff!
And he can help your high school student CLEP out of up to twenty-seven
college credits (six tests/classes) depending on your student's desire
and his potential college's acceptance of CLEP credits. (See below for
more info.)

6. Registration forms will be available via email and at our blog:





CI Class Schedule-at-a-Glance All Locations:
https://docs.google.com/file/d/0B9s1gDz0XKhwbFUxVnlKXzdab2c/edit






CI Class General Information: 

https://docs.google.com/file/d/0B9s1gDz0XKhwZ0dsNWtuN0pUdjQ/edit





Composition Classes---Creative Writing, General Composition, Research Reports, and Essays Only-- for grades four through twelve (writing levels) available all four days/locations for Fall 2014! 



CI/TFT Class Descriptions for Fort Wayne (First Assembly), Monday-- Fall 2014  https://docs.google.com/file/d/0B9s1gDz0XKhwT3JrTlpCck9sR0k/edit
CI/TFT Class Registration for Fort Wayne (First Assembly),  Monday--Fall 2014 https://docs.google.com/file/d/0B9s1gDz0XKhwNlZYakZZaTZWVGM/edit




Ray Working on Lesson Preparations for Chemistry and Biology
These (along with Anatomy and Physics) are available on Mondays (in Fort Wayne) and Tuesdays (near Ossian)


CI/TFT Class Descriptions for  Ossian (our home), Tuesday--Fall 2014  https://docs.google.com/file/d/0B9s1gDz0XKhwZnZmOGhoRjZ4LVk/edit

CI/TFT Class Registration Form for Ossian (our home), Tuesday-- Fall 2014 https://docs.google.com/file/d/0B9s1gDz0XKhwTlMyVC01czNKeWs/edit



Students engage in lively discussions in many of Joshua's classes, including literature, world history, US history, economics, government, apologetics, speech, and debate





CI/TFT Class Descriptions for Fort Wayne (First Assembly), Thursday-- Fall 2014    https://docs.google.com/file/d/0B9s1gDz0XKhwS191X05lUkpMekk/edit

CI/TFT Class Registration Forms for Fort Wayne (First Assembly),  Thursday-- Fall 2014  https://docs.google.com/file/d/0B9s1gDz0XKhwYlVqSE1MZDJiZ1E/edit



Complete Language Arts Classes Using "Character Quality Language Arts" for second through twelfth grade students at two locations (Mondays in Fort Wayne and Tuesdays near Ossian)





CI/TFT Class Descriptions for Leo, Indiana, Thursday--Spring 2015  https://docs.google.com/file/d/0B9s1gDz0XKhwbHFVUjJjNWYwRVU/edit
CI/TFT Class Registration Form for Leo, Indiana,  Thursday--Spring 2015  https://docs.google.com/file/d/0B9s1gDz0XKhwMGpmOTU3RXNselk/edit



Thursday classes in Leo, Indiana are held second semester only! Don't miss them!


Saturday, January 4, 2014

Cottage Class Updates Jan 1, 2014

UPDATE: Training For Triumph/Character Ink Classes-Spring 2014  








Please call Ray ASAP if you would like to add students to any classes listed
(260.597.7415 or 260.450.7063). Also please note that Tuesday classes at
First Assembly are no longer being offered; many of those classes will be in
Ossian and Leo (as well as another city/county). Also note that there are other
changes on Monday, including the addition of Elementary/Middle School speech
(which has not been offered in FW for years).                              

                                                                       

Offered Mondays in FW @ First Assembly of God (on Washington Center Road)
CQLA C upper               (8:30 - 11:00)            10th-12th grade
($15/wk plus book)



Couple spots open  CQLA B                  (11:00 - 1:30)
6th-9th grade       ($15/wk plus book)

                       

Couple spots open: CQLA C  lower              (8:30 - 11:00)
8th-10th grade ($15/wk plus book)



CQLA A                  (11:00 - 1:30)                4th-6th grade  ($15/wk
plus book)

           

SPOTS OPEN--NEW!!! Elem / Middle School Speech                  (1:30 - 3:00)
4th-8 th grade ($10/wk plus book)

           

CQLA C  middle              (8:30 - 11:00)             9th-11th grade
($15/wk plus book)



Chemistry               (11:00 - 12:30)            9th-12th grade
($10/wk plus book)



Biology               (12:30 - 2:00)            8th-11th grade     ($10/wk
plus book)



Couple spots open:  High School Research Reports             (2:00 - 3:30)
10th-12th grade            ($10/wk plus book)

                                                                       

                                                                       

                                                                       

Offered Wednesdays in Ossian @ our home (at 6456 E US 224, Craigville, IN)
CQLA C                 (8:00 - 10:30)             9th-12th grade  
($15/wk plus book)

           

Biology               (10:30 - 12:00)             8th-11th grade   
 ($10/wk plus book)

           

Chemistry               (12:00 - 1:30)             9th-12th grade
($10/wk plus book)



SPOTS OPEN-YOU WON'T WANT TO MISS THIS! Apologetics              
(1:30 -3:00)            7th-12th grade     ($10/wk plus book)



Couple spots open: Modern World  History                             
 (3:00- 4:30)                                7th-12th grade ($10/wk plus book)



CQLA B                  (8:00 - 10:30)                5th-9th grade
($15/wk plus book)

           

Couple spots open: High School Research Reports
(10:30 - 12:00)                              10th-12th grade
($10/wk plus book)



                       



                                                                       

Offered Thursdays in Leo @ Reimchisel's home (at 14616 Leo Road)

Couple spots open: Literary Analysis - Set A         (9:00-10:30)  8th-12th
($10/wk plus book)

           

Couple spots open: HS Creative Writing                    (10:30-12:00)
8th-12th  ($10/wk plus book)

           

Couple spots open: Modern World History                    (12:00-1:30)
7th-12th    ($10/wk plus book)

           

Couple spots open: Economics
(1:30-3:00)  7th-12th     ($10/wk plus book)



SPOTS OPEN-YOU WON'T WANT TO MISS THIS! Apologetics
(3:00 - 4:30)                       7th-12th   ($10/wk plus book)

Wednesday, November 27, 2013

Getting Children Ready for Get-Together Behavior--All Four Parts (Reprinted)

"I've learned that people will forget what you said, people will forget what

you did, but people will never forget how you made them feel." Maya Angelou



How our children treat their grandparents, aunts, uncles, pastors, teachers, etc., has a huge bearing on how they will treat others in the future.



PART I

Many years ago when we had seven children fourteen and under, we decided that we wanted our children and our family to be blessings to others—not burdens. We knew that bringing seven kids into situations can seem overwhelming to hosts. We wanted people to look forward to our family coming—not dread seeing our big thirteen passenger van pull in the drive-way! We decided that when we went to a get-together, as Christians, we should be energy-givers, not energy-zappers!

We knew that going to a family get together of any kind, but especially any with non-Christians, and trying to “show” people our Christianity by our standards wouldn’t work. Non-Christians do not care about your standards—they do not worry about what you are wearing, what you are not watching, and other outward signs that we often think are important (and they might be, but they seldom show our faith as much as we think they do). What non-Christians care about is how they are treated (which is what everybody cares about, really!).

We have taught our children since they were very young that other people matter—a lot. We have taught them biblical truths along these lines—do unto others as you want others to do unto you; put others first; when you see an opportunity to do good to others, do it; prefer others before yourselves (our first born’s first memory verse when he was two—“‘fer others a’for self!”). We taught them to always think of those around them.

We taught them to think of those beside you (your friends and siblings); those ahead of you (grandparents and others who have gone before you); and those behind you (those who are watching you). And we taught them that we are here to serve God and others—not ourselves. And this begins in our home with our immediate family—and then extends to other relatives, friends, church, the community, then the world.

What does this have to do with Thanksgiving get togethers? Everything! We can prepare our children to think of others and serve whenever they can every time they leave the house (including family get togethers) or we can just assume they are kids and should just be kids—and do what kids do. Yes, kids can be selfish—but not just because they are kids. Kids are selfish because they are humans. As parents, we are entrusted with these children in order to train them in the ways of the Lord—which includes training them in selflessness rather than selfishness.

Some might feel that putting expectations on children to have certain behavior, exhibit selflessness, serve others, etc. for grandparents and others is too heavy of a burden—but if our children cannot learn to serve those closest to them (including siblings and parents), how will they ever be able to serve others (especially spouses and their children in the future)?

Tomorrow I will give you a list of ways that we taught our children to serve others, put others before themselves, exhibit good manners and character, and more—at holiday get togethers—and at home! 






PART II

Today I will share some tips that we have found helpful in teaching children to be a blessing when we go to holiday get-togethers. I would never say that our children were perfect at gatherings (or at home!). However, I believe that we have met our goal of not having people dreading our arrival! LOL! And many times, I believe, they even look forward to it!

1. Everything starts with you. I know, I know…I sound like a broken record. But the fact is, if you go anywhere to be served, thinking of yourself and what you will get out of a situation, your children will too—only moreso. (We are firm believers in the saying, “What you allow in your life in moderation, your children will allow theirs in excess.”) When we had many small children, we first of all, tried to be sure that we took care of their needs—that people did not feel that we came with all these kids for others to tend to. Secondly, we tried to divide up and help as much as we could. Oftentimes, we had our hands full changing babies, nursing, fixing kids’ plates, wiping up messes, etc. However, anytime we could, we tried to help others—we wanted our kids to see that we are not here just for ourselves.

2. We tried to do things ahead of time that would bless others—staying up late the night before to make special dessert or getting up early and peeling twenty pounds of potatoes were things that we could do at home to bless others there—even if our hands were full at the get together. We always told our children that if you can do something to help others or serve others, try to do it. (Obviously, you can’t always help everybody all the time—but we tried to teach them to always be on the lookout for ways to help others—and God has used that mightily in preparing our now-adult children for their current areas of ministry.)

3. Gratefulness begins at home…okay, everything begins at home. Whatever we want our children to learn and do, we must train them in that in our homes—not hope they get it at church, youth group, Sunday school, or by osmosis. If our children are taught from early ages that everything we have comes from the hand of God—and that without him, we are nothing—they are more apt to be grateful for little things. How is this done? “Slow and steady; steady and slow; that’s the way we always go.” In other words, it’s not a “character lesson” for Thanksgiving week (though it can’t hurt to emphasize that quality this week!) or a book that you can read (though we are reading about gratefulness right now in Character Sketches). It is something that is cultivated as we pray, worship together, remind our children that others are investing in our lives and that God uses them to bless us. Discussion, discussion, discussion. “Did you notice how hard Grandma worked to prepare today for us?” Every little detail of living for God (including gratefulness) can be taught at home through living and talking.






PART III

My “tips” are becoming “sermonettes”! Sorry….will continue them below and in next post. Thanks for joining us!

4. Manners begin at home…okay, everything begins at home and must be in us first. There, I said it. I spelled it out. LOL! Manners lessons were definitely something we taught. (Ray just listened to an audio about teaching manners a few months ago and was giving lessons to the boys while we traveled. As we sat in the “thrown rolls restaurant,” and Ray tried to teach the boys about silverware use (yes, you need to teach boys that!), one of the kids piped up with: “Dad, I don’t think a restaurant where they throw the rolls at you and they serve various things on brown paper toweling that they FRIED is a place that cares about manners!”) Need I say it again? If our kids talk with their mouths full, are not made to sit still during the meal, do not pass food (but keep it in front of them for later!), eat with their fingers, etc. at home, guess what? They will do at family get togethers too! Manners are common courtesies that we as Christian parents need to focus on.

5. Focus on respecting our elders. Respecting our elders is truly a lost art in our society—and it is so sad that it is that way. For one thing, the Bible states over and over that they should be respected. Secondly, it is such an obvious extension of the Golden Rule—let’s face it, we all want to be treated with kindness and respect in our old age. Start with the bear minimum—not doing anything that could harm or endanger an elder. For example, we always told our children what we expected of them in every scenario that we went into. “Now you need to talk quietly and not run at Grandma and Grandpa Rager’s because they are not used to having rowdiness—and you wouldn’t want to run into them or have them trip over you.” Then move into the way they speak to elders. We trained our kids to speak to those who speak to them—preferably looking the person in the eye and warmly shaking his or her hand. Moreover, as they learned to not be too shy in that scenario, we taught them to converse with the person and ask about him or her. (We often gave the children “assignments” at church to shake hands and ask about one new person each week to help them learn to do this!) Grandparents, especially, should be greeted warmly and sincerely. I know this sounds trite—but these are their grandparents! They are our fathers and mothers. They deserve kindness, warmth, respect, love, and assistance. Finally, our children learned to look for needs that their grandparents might have and try to meet them. (We taught our children that if Grandma is going in the kitchen to clean up, the Reish family should too!)




PART IV

Last installment…honest! Will follow with more recipes and a couple of book reviews. Happy parenting!


6. Remind kids about situations in which deference should be exhibited. (Note: Deference is the act of deferring or putting off what we want for ourselves—like when you “defer” payments for a whole year—you are putting them off. Deferring (or “yielding,” as we also commonly call it here) is desperately needed. Giving up what we want for the good of someone else will get noticed far quicker than quoting Bible verses or praying before our meal (though, again, there is nothing wrong with those things—but when someone gets treated well, he or she takes note!). We have a saying in our family that “Reish children pick up some floor!” This means that when you are in a situation in which there are not enough seats, you should take a seat on the floor. This is especially true with small children, but it’s not at all uncommon for our big teenage boys to be on the floor in many situations. This is one way that we have taught our kids to defer to others in social situations. Other things to consider are allowing others to go first in the food line, taking small portions or none at all of a dish that is almost out or seems to be in short supply, giving up your chair or place at the table, and many more. These are common courtesies that Christians, of all people, should display. When you talk about deference over and over again with your children—pointing out situations in which they can potentially yield their rights to other people, they will begin seeing these situations for themselves eventually.

7. Teach children to be helpful. You have probably heard the saying that 80% of the work in the church is done by 20% of the people—well, the same is often true in families. The same people often host gatherings, and if you have done much hostessing, you know that it is a lot of work. We continued the theme “if you see a need, try to meet it,” in family gatherings. If children can put chairs away, pick up trash, run the vacuum, or dry dishes, they are ready to be helpers! Note that some hosts truly do not like to have children helping/working with them, so we tried to be sensitive to that as well. Again, if children are taught to be helpful at home, they will be more likely to be helpful in other situations.

8. Bring the fun! We like to bring games, holiday videos, yummy carry in dishes (now is not the time to try to get the extended family members to start eating their green veggies!), and more.

As Christians, we should strive to treat others in such a way that people want to have us around—that we are energy givers, not energy zappers. And we should teach our children to do the same.

Grateful for all of our Positive Parenting (Raising Kids With Character) readers who have made my year of daily writing such a blessing by your encouragement and kind words. God bless your family this Thanksgiving.









Tuesday, November 19, 2013

Spring 2014 Character Ink (Training for Triumph) Class Information and Registration


Spring 2014 Character Ink (Training for Triumph) Class Info and Links

All classes for Spring Semester (January through April/May) are listed below with their Description Sheets and Registration Forms. 

If you want to add a student to a two-semester class (all CQLA/language arts and sciences), please call Ray to inquire about space in the class and pre-requisites/placement (260-450-7063 or 260-597-7415). One semester classes currently have at least a little space in each one, so just send in forms for those unless you have placement questions.

Returning CQLA and science students should email us to let us know you are continuing the second semester (no forms necessary for returning students in those courses): r.reish@mchsi.com .

Note that there are changes from the published forms in the summer issue of the FWAHS "Homemade News." Please use forms below rather than old forms.


CI Class Registration Master Spring 2014--All Days/All Locations At-a-Glancehttps://drive.google.com/file/d/0B4FVVZ4tdWpgYmplMDhTay1hSUk/edit?usp=sharing

Composition Classes---Creative Writing, General Composition, Research Reports, and Essays Only-- for grades four through twelve (writing levels) available all four days/locations for Spring 2014!



CI/TFT Class Descriptions for Fort Wayne (First Assembly), Monday-- Spring 2014https://drive.google.com/file/d/0B4FVVZ4tdWpgOE1wZDlwZXUtT2c/edit?usp=sharing

CI/TFT Class Registration for Fort Wayne (First Assembly),  Monday--Spring 2014 https://drive.google.com/file/d/0B4FVVZ4tdWpgejByTDUwQldTd0E/edit?usp=sharing

Ray Working on Lesson Preparations for Chemistry and Biology
These are available on Mondays (in Fort Wayne) and Wednesdays (near Ossian)



CI/TFT Class Descriptions for Fort Wayne (First Assembly),  Tuesday-- Spring 2014https://drive.google.com/file/d/0B4FVVZ4tdWpgRGZ6d1ZjNzBwTlU/edit?usp=sharing

CI/TFT Class Registration Forms for Fort Wayne (First Assembly),  Tuesday-- Spring 2014https://drive.google.com/file/d/0B4FVVZ4tdWpgU1pIek1TMFhxRWc/edit?usp=sharing

Students engage in lively discussions in many of Joshua's classes, including literature, world history, US history, economics, government, apologetics, speech, and debate



CI/TFT Class Descriptions for  Ossian (our home), Wednesday--Spring 2014  https://drive.google.com/file/d/0B4FVVZ4tdWpgeXZEdFpfcF83Q1U/edit?usp=sharing

CI/TFT Class Registration Form for Ossian (our home), Wednesday-- Spring 2014https://drive.google.com/file/d/0B4FVVZ4tdWpgbHVuNFR5UVo0c1E/edit?usp=sharing


Complete Language Arts Classes Using "Character Quality Language Arts" for second through twelfth grade students at two locations (Mondays in Fort Wayne and Wednesdays near Ossian)





CI/TFT Class Descriptions for Leo, Indiana, Thursday--Spring 2014https://drive.google.com/file/d/0B4FVVZ4tdWpgS0t2OGJHdTRJU3c/edit?usp=sharing

CI/TFT Class Registration Form for Leo, Indiana,  Thursday--Spring 2014https://drive.google.com/file/d/0B4FVVZ4tdWpgS1ZIT293aE9sejg/edit?usp=sharing



Thursday classes in Leo, Indiana are held second semester only! Don't miss it!



Monday, September 23, 2013

The "Overview Source Method" for Research Report Writing


One of the students in my classes to test my books--working on his Overview Source Method and Color-Coded Research


In my curriculum books (Character Quality Language Arts, a complete Christian language arts program for grades two through twelve, and Meaningful Composition, composition books for grades two through twelve), I teach an approach to research called "The Overview Source Method."


One of the language arts books I have written, Character Quality Language Arts Red Book--Level C (high school)

I happened upon this method years ago as I was teaching kids how to write research reports. I have always taught students to write using a paragraph-by-paragraph method. (I don't like the 100 word report, etc., approach as writings {essays, reports, and even books}.) 

In the paragraph-by-paragraph method, the student decides ahead of time what each paragraph in an essay or report is going to be about. This early determination helps him in his research, choosing of quotations, sequencing, and more. To use this method in research writing, a student must work in this order: (1) Choose topic; (2) Research enough to write thesis statement (and write it); (3) Choose paragraph topics (from the source(s); (4) Research each paragraph's topics/take notes.


Highlighters and colored pens are musts for research in the Overview Source Method and Color Coded Research approach


When a young student (third or fourth grade, for instance) writes a research report, he is usually just starting out with the myriad of skills that are involved in writing a research report, so he generally begins just using one source. That is fairly simple--his teacher helps him choose a good source, such as an encyclopedia entry or web site, a source that has a lot of headers, sub-headers, sidebars, etc. to help him determine his paragraph topics.

As students proceed through middle school, however, my expectations in research writing are heightened. I want the student to begin using multiple sources for one paper. I want him to learn how to merge a few sources (two at first) into one paper. This multi-source research can be especially challenging in the beginning.

Thus, "The Overview Source Method" of research to the rescue!

In this method, the student chooses his first source, his "Overview Source." This source will be the first source he consults in laying out his paragraph topics. It will be the first source that he uses to start taking notes beneath each paragraph topic. It will be the source that helps him determine what each paragraph of his report will contain. 

One of the beauties of the "Overview Source Method" is that once a student learns it in, say, sixth grade, he has a skill for life. He can continue to use this approach all through his high school years and even into college. 


Three sources that are "color-coded" and ready for note taking


Choose a source that has any or all of the following:

a. Headers and subheaders that provide a sort of "outline" of the topic (Hint: At first, I tell my young students to find these great headers and choose three of them to be the paragraph topics (for three paragraphs) for his report!)

b. Glossary or other place where terms are defined

c. At least four times the number of paragraphs that the student is assigned to write. (If he chooses a six paragraph source for a four paragraph paper, he is back to using almost everything in that source, and he will not learn to choose the parts of information he wants to use in his paper.)



Once he chooses his Overview Source, he does any or all of the following:

1. Finds the headers that are above the material that he wants to use in his report. We start out telling students to choose one aspect or sub-topic of the topic per paragraph. (This also solves ALL paragraph break problems! No more running paragraphs together!)

2. Begin the Color-Coded Research (more on that later!) by highlighting each header in the Overview Source with a different color.

3. Using the color of the first header you chose for your first aspect (and first paragraph), highlight everything about that topic that you think you might want to take notes on for your paragraph in that first paragraph.

4. Using your other source(s), continue with that first color of highlighter. Find information about that color's topic and highlight anything in the second source that you might want to use in your notes.

4. Continue doing Steps 3 and 4 for each aspect/paragraph.


I will write another post on the Color-Coded Research in more detail later. In the meantime, teach your students to use the Overview Source Method--that is, find one good, solid source that will help him to determine his paragraph topics. These are the initial baby steps to research that will build confidence in your student to write longer and more detailed research reports in the future.









Thursday, September 12, 2013

Think Fast Grammar Quiz Answer Key


image from wordmr.



If you have a newer edition of CQLA, you likely have weekly quizzes called "Think Fast Grammar Quiz." When we created these, we originally thought that parents would use the Grammar Cards (available in Level B and C books and in the Teacher's Guide) to grade their students' quizzes.

Then we began teaching/testing the editions that contain these quizzes and discovered that it wasn't as easy as we had previously thought to just use the Grammar Cards to check the quizzes--and to help your student categorize and study the grammar words.

So we created the document below to be used both as an Answer Key as well as a study guide for the Think Fast Grammar Quiz. It will be in a future edition of the Teacher's Guide, and when our new website is done this fall, it will be available there as well. In the meantime, we are emailing the document to anyone who calls or emails us asking for it--and we are putting it here at the blog in the hopes that word will get out and parents will find it.

We use it to grade our testing students' quizzes, but we also use it in the following way:

1. We have the student fill in as much of each part of the quiz as he or she can---then highlight the line in which he left off on his own. Then we have him look in the AK to find more and finish filling in the lines with the ones from the AK. This shows us what he already knows and what he had to look up, but it also helps him to learn more of them by writing them out as he looks them up in the AK.

2. We also assign portions of the AK for homework. For example, we will have all students study the section in the AK that has opposite prepositions or prepositions that begin with B, etc. This makes the AK into a sort of Study Guide for the student and has really helped them learn the words in categories as opposed to long lists of them.


Please share this post with fellow CQLA users so that we can get the word out that there is a lengthy, detailed, helpful Answer Key for the Think Fast Grammar Quiz! ;)



https://docs.google.com/file/d/0B9s1gDz0XKhwVW9YcDRpSHpHZU0/edit?usp=sharing

Final Tips on Independent Work Lists--Especially for Older Students

image helpformothers



Today I would like to leave you some tips for Independent Work Lists--especially for older students (junior high through high school). These will be in no true order--just some things that I want to re-emphasize from the younger ages as well as things that pertain only to olders.

So here we go:

1. Consider the document or chart that works best for your age child now. Most kids in junior high and high school no longer want cutsie charts. Once you decide you want a genuine paper document, then you have to decide how you want it filled in:

a. As he goes, he lists what he does each day, sort of a daily school journal.
b. You write in a planner each week for him for the following week (page number, number of pages, lesso number, etc.).
c. You have a standard daily Independent Work List that you create in your scheduling program or Excel---that you can customize when something changes, etc. You print this off, put it on a clip board, and have him highlight or mark off as he does things each day.


2. Consider if you are going to make his Independent Work List for him completely or if you will have his input. We liked to choose our high schoolers materials, schedules, lists, etc., with them, so that they have some input in the process--and to help model for them/teach them how to organize, prioritize, etc.

3. Still use some of the elements from the earlier suggestions (for younger kids) that are universal, such as:

a. School is your child's occupation. It is what he should be about during the day.
b. Put the daily tasks in sections according to time of day or importance--and also in order according to when they should be done.
c. Do your part to be sure that charts are updated, printed, and ready. I know from personal experience that if we are laxed in this--they become laxed real quick!
d. Have a system that works for you every day. Have his list on a clip board that he carries with him/keeps in his school area. Have him highlight as he does things. Have him leave it on your desk when he is done, etc.
e. Develop a "no exceptions" approach to daily independent work. A student doesn't go to basketball, girls group, youth group, etc., until his daily independent work list is done.


4. Have blanks on the chart to add in any work from outside classes, music lessons, Bible quizzing, etc.


5. Put things that are not dailies where ever they go. This was always a little bit difficult for me. Do twice weeklies go on Tuesday and Thursday (but Thursday is our lesson and errand day...). Do three times weeklies always go M-W-F, even though Wednesday is our "cottage class day" and extras do not get done on that day. This might take a while to get in the groove, but it is worth it to tweak things and make it work.


6. For junior high kids, consider that you might need smaller chunks (maybe two math sessions at 30 minutes a day, etc.). Again, you know your student and  your family situation, so do whatever works best for you.


7. Consider if you want this Independent Work List to be his total chart/list for all aspects of his day at older ages:

a. Do you want to put his devotions, music practice, and outside work on there too?
b. Do you want it to contain meetings/tutoring sessions with you?
c. Do you want it to also be his chore list?

There are some definite advantages to a junior high or high schooler having his day right in front of him in one spread sheet. However, this can also get overwhelming to some kids.


Feel free to ask questions here on FB about the Independent Work Lists--I will try to answer them. I can't imagine not having homeschooled without our three daily task lists: (1) Morning routines; (2) Chore charts; (3) Independent Work Lists!


Tuesday, September 10, 2013

Independent Work Lists for Elementary Children

I is for INDEPENDENT WORK!


Chart by picstopin.com


If you don't start Independent Work Charts/Lists with your littles, you will definitely want to start it in elementary school after your child learns to read!

 (Some people feel that they have very little to put in an Independent Work Chart for little kids. We always managed to find things as I felt it kept my littles learning and exploring all the time--and it helped my preschoolers to NEVER be bored!)i

Here are some tips for creating Independent Work Lists for elementary children:


1. Either make it on a chart that the child uses wipe and write markers and mount it somewhere--or make it in Excel (or your favorite record keeping program) and place it on a thin clip boards.

Trust me: loose papers never make it back to mom at the end of the day. (Spoken from true experiences--plural--you would think I would have learned this the first time or two! ;) )




2. Put things in the order of importance on the chart--in the order that you want them done.



3. And/or put things in sections.

I used to have mine in order and sections--the first so many items needed done before the child met with Mom or before the child had a morning snack or before lunch chores, or whatever. Never underestimate the value of teaching children time management, prioritizing, etc. via these daily checklists.



4. Explain to your child that this is his daily accountability list.

He is to get these things done each day. (Hint: We taught our children from their earliest recollection of school that school is their occupation. It was what they were supposed to be about every day. No questions asked. No exceptions (unless we parents wanted an exception for sickness or family trips, etc.--in other words, the child doesn't choose to do school or not do school--ever).



5. For things that you are uncertain of/change-ables, put time or generic wording, such as "30 minutes of uninterrupted CQLA work" or "All CQLA assignments from previous meeting with Mom," etc.



6. Be sure to include drill work, silent reading, etc.--all the extras that you want him to do each day.

 (I even put the things that they would often do as I read aloud on this list in the section marked "During Read-Aloud"--such as coloring in educational coloring book, penmanship page, building something with Legos, etc.)



7. Be sure there is a time in which it is turned in each day.

This is kind of another subject, but it fits here as well: A child should not go to basketball practice, Girl Scouts, youth group, or any other activity if he doesn't do his school. Period. We have so many parents come up to us at conventions and say, "I just can't get my fifteen year old to finish his school each day, and he keeps getting further and further behind." Then we ask, "Does he go to sports practice in the afternoon? Does he go to youth group that night?' etc. etc. None of those things should ever happen if he doesn't do his school. School is non-optional.

If your child's independent list is on a clip board, he can simply put the clip board on your desk at the end of the day--all checked off and ready for the next day.


8. The Independent Work Checklist is, in part, to help keep the child moving as you are working with other kids, walking your college kids through a difficulty on the phone, or helping Grandma with something. In other words, you want to teach your student to get up and start on the list right away--and to go back to the list any time he is not meeting with you or doing chores, etc. (I even put things like "Read to Jonathan for 15 minutes" and "30 minutes of morning devotional book and journaling" on the list--everything the child does (outside of chores) was listed on this chart.


I just can't stress enough the benefits of the Independent Work Lists--for Mom and for the student. It takes away gray areas of parenting (something crucial that we teach in our parenting seminars). It helps the child become an independent learner. It teaches many character qualities--perseverance, prioritizing, resourcefulness, responsibility, diligence, timeliness, and much more. Yeah, I am pretty crazy about my thirty years of Independent Work Lists! ;)



Saturday, August 24, 2013

B is for Back to School!


Edudemic (clip art)





B is for BACK-TO-SCHOOL!

Do you start back on the traditional school schedule? Or do you school in the summer to get some days in? Or do you school year round and take breaks throughout the year?

Homeschooling provides flexibility in all areas (not just starting school but literally EVERYTHING) that we don't even begin to appreciate fully. (I didn't until my kids started taking college classes, and they were so locked in to schedules and no time off!!!!)






B is for BACK-TO-SCHOOL!

Do you have a command center? Regardless of whether you use charts, sticker posters, wipe and write, or clip boards for your schedule/chores/organizational systems, I recommend you follow this one tip first:

Get the first hour of the day down pat before you try to "perfect" everything else.

When the first hour of your day is good, the whole day can be good!

http://www.remodelaholic.com/2013/07/family-command-centers






B is for BACK-TO-SCHOOL!

While we are blessed not to have to buy, buy, buy...clothes, supplies, etc., every August just because everybody else is (sometimes I do think it would be fun to go "back to school" clothes shopping with the kids though!), do pay attention to the sales during this time.

For example, we use a lot of three-pronged, two-pocket folders for each monthly unit of work (for storage when the month is done), and those are available now for fifteen cents each vs. up to sixty cents each during the "off season."

Plus, I just have to get some scented markers, cool sticky notes, or other fun thing for the teacher! 




A is for ATTENDANCE!



CLK Clipart





A is for ATTENDANCE!

What does attendance mean in your state?

In our nearly thirty years of homeschooling in Indiana, we have had laws that have read something like this: "A student between the ages of seven and sixteen (not sure what age this is now) must attend public school or have equivalent instruction" and equivalent instruction has usually meant 180 days of "instruction."

More on this later--such as attendance keeping AND what constitutes a day of school--if our child is home, isn't he "in school"?







A is for ATTENDANCE!

If you live in a state where you are mandated to keep track of your days (your kids' "attendance"), I recommend keeping it simple!

Even if you use an elaborate lesson plan or other tracking system, I would still get a dollar pocket calendar and write the days on it. It can be as simple as putting in the corner of each school day 4/180 (day four of attendance out of 180 total).

The reason for this is that if all you really HAVE to have is 180 days recorded somewhere, then do that in a simple, non -fussy way so that you can be sure that it gets done. Then if you want to record it i your lesson plan, tracker, etc., as well, that is fine.

However, even if your more elaborate system breaks down somewhere mid-year (or your computer loses it!), you will still have your pocket calendar with the minimum that you are required taken care of.

More on WHAT to count as a homeschool day later!







A is for ATTENDANCE!

How do you know when something should be counted as a full day or half day or no day?

There are plenty of ways to look at this: (1) must complete all regular daily work to be a day; (2) schools take half days all the time for movies, inservice, etc., so it won't make that much difference; (3) a certain number of hours equals a full day; (4) field trips count/field trips don't count; (5) other!

The point of this isn't to solve your "what do I count" dilemma but rather to make us all aware of the need to give our children the best we can and the need to be above reproach at all times.

We personally have decided what to "count" as a day in different ways during different seasons: (1) as long as language arts and math were done, we would count a half day of art and gym or library and cooking along with that for a day; (2) a certain amount of time. We used an hour counting approach (hours worked on academics or training-only non academics (PE, art, home ec, etc.--not daily/routine activities) that went something like this:

a. 2 hours for K-2nd grade
b. 3 hours for 3rd-5th
c. 3.5 hours for 6th-8th
d. 4 to 5 hours for high school

Regardless of how you count your days of ATTENDANCE, please consider the following:

1. Always be above reproach

2. Always do more, not less--and teach your children to go the extra mile while doing this

3. Consider the non-book learning as long as it is true training including audio, video, hands on, etc. (again, not routine, like regular daily chores or skills that are already full developed like making breakfast, etc.)

4. Be consistent. Either count time or count books or count classes, etc. Or count field trips all the time or do not count field trips

5. Keep your system simple--just a simple calendar marking system or tick mark/running day total in your daytimer, etc.

6. Be excited for each day that you complete!