Placing Your Child in the Right Program

If you are not sure which of our programs best fits your child, use our Program Placement Chart shown below to help you decide. Simply circle the rectangle in each ROW that best describes your child. The COLUMN with the most circles is the most appropriate placement for your child. Each of the rows is placed in order of importance for correct placement, so consider the first row (AGE) to be more important than the second row (READING); the second row (READING) is more important than the third row (WRITING), and so forth.

Click here to view Program Placement Chart for High School Level World Geography and World History Guides



Program Placement Chart

PROGRAM Little Hands to Heaven Little Hearts for His Glory Beyond Little Hearts for His Glory Bigger Hearts for His Glory Preparing Hearts for His Glory Creation to Christ Resurrection to Reformation Revival to Revolution Missions to Modern Marvels
AGE 2 -5 years old 5 – 7 years old 6 – 8 years old 7 – 9 years old with extensions for 4th-5th grade 8-10 years old with extensions for 5th - 6th graders 9-11 years old with extensions for 6th and 7th graders 10-12 years old with extensions for 7th and 8th graders 11-13 years old with extensions for 8th and 9th graders 12-14 years old with extensions for 9th and 10th graders
READING Still learning letters and letter sounds Ready for phonics instruction Finishing phonics, an emerging reader, or reading independently Done with phonics, an emerging reader, or reading independently Reading independently - able to use Drawn into the Heart of Reading Reading independently - able to use Drawn into the Heart of Reading Level 4/5 Reading independently; has had some exposure to formal literature study; able to use Drawn into the Heart of Reading Level 4/5 or begin Level 6/7/8 Reading difficult chapter books well independently; has had formal literature study with literary terms and can apply them to think more deeply and critically about what is read; able to use Drawn into the Heart of Reading Level 6/7/8 Independently reading difficult chapter books easily; has had formal literature study that includes various genres, literary terms, and higher level vocabulary; can think deeply and critically about what is read; able to use Drawn into the Heart of Reading Level 6/7/8
WRITING Building large and small motor skills to get ready to write Ready to learn formal manuscript printing, or able to begin writing words Knows how to form uppercase/lowercase letters; able to copy sentences; can study and copy spelling words Mastered formation of manuscript letters; able to copy passages; can compose original sentences; ready to begin simple dictation; ready to begin cursive writing Knows how to form upper and lower case cursive letters; ready to copy sentences in cursive; will continue more difficult dictation passages; begin creative writing and written narration lessons. Mastered formation of cursive letters; able to copy passages in cursive; ready for longer dictation passages; can write a short narration and do some creative writing. Able to easily copy passages in cursive; can reproduce longer dictation passages; writes a paragraph with ease; can write an 8-12 sentence narration on own; ready to begin basic outlining Able to do copywork easily and extensively in both cursive and manuscript; can reproduce increasingly longer dictation passages; writes several paragraphs or more with ease; can write a 10-14 sentence narration with little difficulty; ready to write prose, poetry, short stories, and lengthier pieces Able to do extensive copywork easily; reproduces longer dictation passages with few errors; writes three or more paragraphs with ease; can write a 12-16 sentence narration with little difficulty; ready for instruction in note-taking, outlining, summarizing, essay-writing, literary critiques, book reviews, newspaper articles, and speeches
GRAMMAR, MECHANICS AND USAGE Not ready for grammar study Use oral language skills to prepare for grammar study Ready for a gentle introduction to the basic parts of speech, mechanics and usage (1 time a week) Ready for further study of the basic parts of speech, mechanics and usage (daily); able to follow short guided writing lessons that coordinate with the grammar Has had an introduction to the basic parts of speech; mechanics, and usage; ready to begin basic diagramming; able to follow writing lessons to apply grammar. Recognizes basic parts of speech; working to use proper mechanics and usage within writing; has begun basic diagramming; able to follow writing lessons to apply grammar. Knows basic parts of speech; beginning to proofread for mistakes in grammar and usage in own writing; can easily do basic diagramming; able to apply grammar to writing lessons. Understands basic parts of speech; is beyond basic diagramming; is forming the habit of proofreading for mistakes in grammar, usage, captilization, and punctuation in own writing; can apply grammar knowledge to improve writing Can recognize the 8 parts of speech; is ready for extensive diagramming; is able to proofread for mistakes in grammar, usage, capitalization, and punctuation in own writing; can apply grammar knowledge to produce clearer, more organized writing
MATH Developing an awareness of math concepts using hands-on activities (1 time a week) Ready for formal introduction to math concepts with daily hands-on math practice Has had a formal introduction to basic math and is ready for new concepts with hands-on activities (3 times a week) Ready for a more challenging level of previous math skills with hands-on activities (2 – 3 times a week)
Ready to move from hands-on math lessons to pictorial, text book examples instead; includes higher-level math application and reasoning.
Can use pictorial textbook examples to learn new concepts; is able to use mental math, reasoning, and higher-level thinking to solve problems. Can interpret pictorial textbook examples to learn new concepts; is beginning to think abstractly; can use mental math, reasoning, and computation to solve higher-level problems. Can interpret pictorial textbook examples and apply them to new problems; is strengthening abstract thinking skills; can use mental math, reasoning, and computation to solve higher-level problems; can synthesize and apply learned concepts to solve multi-step problems Can analyze and interpret textbook examples and use them to solve new problems; is strengthening abstract thinking skills; can use mental math, reasoning, and computation to solve more challenging problems; can synthesize and apply learned concepts to solve multi-step problems; is ready for algebraic thinking

NOTE: For further help with MATH placement, click on the “introduction” of our programs to view each math level’s scope and sequence; or go to www.singaporemath.com and click “placement” for a free math placement test. Also, if your child is an advanced independent reader, consider using our READING program Drawn into the Heart of Reading (for ages 7 -15).

Further Consideration for Placing Your Child in the Right Program

If you have completed the first part of our Program Placement Chart and are still not sure which of our programs best fits your child, you can use the additional information shown below to help you decide. While you can still circle the rectangle in each ROW that best describes your child, remember that the rows are placed in order of importance for correct placement, so the first part of the chart that you’ve already completed should be considered much more important to your placement decision than anything circled on this page. As with the first page, each of the rows is placed in order of importance for correct placement, so consider the first row (BIBLE) to be more important tha the second row (HISTORY).

Program Placement Chart

PROGRAM Little Hands to Heaven Little Hearts for His Glory Beyond Little Hearts for His Glory Bigger Hearts for His Glory Preparing Hearts for His Glory Creation to Christ Resurrection to Reformation Revival to Revolution Missions to Modern Marvels
BIBLE Daily Bible stories; daily music selections based on the Bible; weekly devotional topic Christ-centered resources; daily memorization and singing of a different Bible verse each week; weekly devotional topic Christ-centered resources; daily memorization and singing of a different Bible verse each week; daily Bible study component; weekly devotional study; weekly Bible passage Christ-centered resources; daily memorization of Proverbs; daily hymn singing; daily Bible study component; weekly devotional topic; weekly Bible passage; weekly emphasis on a Godly character trait
Ready for a more formal Bible study discussing the meaning and the mood of various Psalms, moving toward having a quiet time with Psalms and prayer, and memorizing entire passages from the Psalms through repetition, copywork, and music.
Ready for daily quiet time with Bible passages coordinating with history study, memorization of Philippians 2 with music, and prayer based on Scripture; Also includes guided study of Genesis 1-11
Able to follow directions for a daily quiet time focused on the study of Philippians; includes Scriptures, questions, memorization of Philippians 1 with music, and prayer; Also includes a guided study on becoming a Godly young man or woman
Ready to develop a Christian worldview by using Scripture as the lens through which to view the world; able to independently follow written directions for a daily quiet time focused on the study of Hebrews; includes inductive Scripture study, thought-provoking questions, memorization of Hebrews 11:1-12:3, and daily prayer time Ready to develop a Biblical worldview of self-image to seek God's purpose and live according to Scripture; can follow written directions for a daily quiet time focused on Romans, Galatians, and James; includes deeper Scripture study, thought-provoking questions, evaluation and application of what was read, memorization of Romans Chapter 12 and James Chapter 4, daily prayer time with the parts of prayer, and hymn singing
HISTORY Daily chronological readalouds focus on Bible stories; art, dramatic play, science, math, and devotions reinforce the Bible stories Daily read-alouds focus on chronological history from Bible times to present day using Christ-centered resources; art, science, thinking games, and dramatic play reinforce history stories Daily read-alouds focus on God’s hand in early American history (1500’s – 1800’s) using Christ-centered resources; geography, timeline, history activities, science, and art reinforce history stories
Daily read-alouds by Christian authors focus on a biographical approach to American history (1500’s – 1970’s); history notebooking, geography, timeline, vocabulary study, art, and history activities reinforce history stories; weekly narration is practiced Daily read-alouds focus on a Christ-centered overview of world history; Includes vocabulary study, research questions, geography and timeline work, comprehension and application questions, history projects, oral and written narrations, and assigned independent history readings with notebooking assignments Ready for daily, independent readings focusing on the time period from Creation to Christ; Includes completing a history notebook, copywork, writing narrations, timeline entries, mapping, sketching, researching, making a prophecy chart, orally narrating, doing history projects, listening to audio presentations, and discussing geography Able to read the scheduled history resources for the time period Resurrection to Reformation; includes completing a history notebook, Who's Who? entries, written narrations, mapping, timeline entries, research, copywork, sketching, artist overview pages, orally narrating, doing history projects, listening to audio presentations, and art appreciation discussions Can read the scheduled history resources and easily follow written directions; includes completing a history notebook, research on the signers of the Declaration of Independence, written narrations, study of corresponding classic poetry, primary source documents, mapping, timeline entries, step-by-step sketching, related historical artwork, summary and detailed oral narrations, history projects, audio presentations, media-related extensions, a 50 state study, and a composer study Is prepared to read the scheduled history resources and can follow extensive written directions to complete a history notebook, written narrations, Socratic discussions of primary source documents, copywork of speeches, historical mapping, timeline entries, step-by-step sketching, study of related historical memorabilia, detailed oral narrations, history projects, audio presentations, connecting a snapshot in time (through captions, notes, outlines, quotes, excerpts), research on the Presidents of the U.S., and media-related extensions

Further Consideration for Placing Your Child in the Right Program

If you have completed the first and second parts of our Program Placement Chart and are still not sure which of our programs best fits your child, you can use the additional information shown below to help you decide. While you can still circle the rectangle in each ROW that best describes your child, remember that the rows are placed in order of importance for correct placement, so the first and second parts of the chart that you’ve already completed should be considered much more important to your placement decision than anything circled on this page. As with the first and second pages, each of the rows is placed in order of importance for correct placement, so consider the first row (SCIENCE) to be more important than the second row (STORYTIME), and so forth.

Program Placement Chart

PROGRAM Little Hands to Heaven Little Hearts for His Glory Beyond Little Hearts for His Glory Bigger Hearts for His Glory Preparing Hearts for His Glory Creation to Christ Resurrection to Reformation Revival to Revolution Missions to Modern Marvels
SCIENCE Explore general science concepts with hands-on activities (1 time a week) Perform basic science activities in the areas of life, physical, and earth science using Christ-centered resources (2 times a week) Perform science activities in the areas of life, physical, and earth science using Christ-centered resources (2 times a week) Daily readings from living science books; do experiments and record them in a science journal (2 times a week); narrate on science readings (2 times a week); create a science notebook page with a Christian focus (1 time a week) Ready for daily independent readings from living science books; Includes independent weekly notebooking assignments and experiment directions, oral narrations, and short written responses to science questions Ready for daily independent science readings and assignments including notebooking entries, experiments with lab sheets, vocabulary words, written comprehension and Biblical application questions, and oral narrations Can read scheduled science readings and follow written directions for assignments including notebook entries, written narrations from guided questions, experiments with lab sheets including vocabulary words Ready to build real-life projects to experiment with physical science principles; can process scientific information to make connections and draw conclusions; able to read scheduled science material and complete written narrations, notebook entries, experiments using the scientific method with lab sheets, vocabulary words, oral narrations, and entries linking inventors and their inventions Able to read scheduled science material with higher-level vocabulary and complete written narrations, notebook entries, and oral narrations; ready to conduct classic chemistry experiments and experiment with genetics and DNA principles using the scientific method; able to record results on a multi-tiered lab form; working to synthesize scientific information and process what was read in order to investigate connections and draw conclusions
STORYTIME Daily Bible stories Daily read-alouds are classic short stories that foster listening skills and beginning narration skills Daily read-alouds from 9 different genres emphasize literature study, Godly character traits, and lessons on narration skills Daily read-alouds from 9 different genres emphasize literature study, Godly character traits, and lessons on narration skills Daily read-alouds correspond with the history time periods being studied and utilize Biblical application, oral narration skills, comparison to historical time periods, and personal connections. A choice of 3 options for read-alouds (History Interest, Boy Interest, or Girl Interest) is paired with Biblical connections and detailed, summary, and creative narrations Daily read-alouds correspond with the history time period being studied and emphasize reading/listening for a variety of skills such as new vocabulary, vivid descriptions, plot twists, strong moods, life lessons, great lines, and oral narrations Scheduled books corresponding with the historic time period can be used as read-alouds or read independently; brief daily follow-up questions target higher-level thinking skills emphasizing analysis, synthesis, evaluation, and narration. Corresponding books scheduled to enhance the historic time period can either be read aloud or read independently by students in grades 7 on up; daily bookmark prompts target higher-level responses asking students to call upon multiple skills as they select lines to quote and comment on them; use quick sketches to provide visual commentary; ask clarifying and probing questions; make connections between the text, themselves, and the world; and share observations, reflections, and musings
POETRY AND RHYMES Original fingerplays and rhymes teach the letter sounds Original rhymes correspond with the history stories and emphasize gross motor skills Classic poetry from famous poets reinforces the history stories Classic poetry from famous poets reinforces the history stories; lessons on poetry devices, poem study, and vocabulary are included Students will enjoy the poetry of Robert Louis Stevenson through choral reading, vocabulary, discussion, personal connections, and recitation of his classic poems Enjoy the poetry of Robert Frost through reading, copying, painting, sharing, reflecting upon, and reciting his classic poems. Enjoy the poetry of Emily Dickinson through reading, responding, reflecting, memorizing and reciting, copying, and sharing her classic poetry Enjoy reading, interpreting, and copying classic poetry about historical events and people written by famous poets adding the dimension of rhythm, lyric, and rhyme to the study of history. Enjoy reading, discussing, and copying the nature-themed classic poetry of William Wordsworth, Henry Wadsworth Longfellow, and Walt Whitman alongside art lessons focused on sketching and journaling about nature