How Homework Can Help in a “Day in the Life” of Resurrection to Reformation and World History

From Our House to Yours

A ‘Day in the Life’ of Resurrection to Reformation and World History

What does homeschooling with multiple Heart of Dakota guides look like? I am asked this question a lot! For much of my homeschooling life, I taught three Heart of Dakota guides. However, now I teach just two, since my oldest has graduated. I thought it might be fun to do a ‘day in the life’ of Resurrection to Reformation (RTR) and World History (WH). This will be a series, as it is easier to describe a day in segments. Keep in mind everyone’s ‘a day in the life’ will look differently. That’s the blessing of homeschooling!  But, maybe this will give you some ideas of how you’d like your ‘a day in the life’ to look!

Our ‘day in the life’ of RTR and WH starts the night before!

As children reach middle school and high school, work load and length naturally increase. Rather than completing a day’s plans all in a row, we like to break it up into segments. This helps us enjoy each part of our guides more, and it allows time for scheduled breaks. One of the things I didn’t like about public school as a mother of boys was the amount of time in a row that students sit, confined in desks, in small rooms. I wanted to avoid repeating that!  Ironically, one way to do that has been to borrow a public school habit of ‘homework.’ However, our ‘homework’ consists of simply completing selected “I” independent assigned work from tomorrow’s HOD daily plans. So, our ‘day in the life’ of RTR and WH starts the night before!

Homework can be completed any time after our homeschooling is done for the day.

Once we have finished our homeschooling, homework for tomorrow can be completed any time before bed. Our sons love this flexibility! Depending on what they have going on each day, they can move their ‘homework’ accordingly. If they have a basketball game at night, they do their homework in the afternoon. If the weather is beautiful in the afternoon and they decide to play nerf guns outside, they do their homework at night. I hear them making plans together each day. They remind each other, “You better get your homework done because we have basketball tonight!‘ Or, “Right when we get home from nerf guns, let’s get on our homework, so we have time to watch a Hogan’s Heroes.” I didn’t have this flexibility until I was in college!  I love that they have it earlier. Likewise, I love that they are learning to manage their time well.

First, I meet with each child to discuss whether they want to do homework. 

Prior to starting our homeschool year, I meet with each child to ask if they even want to do homework. My youngest son had tried his hand at homework the year before in Creation to Christ. It didn’t work for him. He often forgot to do it, and I wasn’t going to remind him. So, partway into CTC, I took the homework option away. I let him know he could try it again next year. Fast forward to this year with RTR. Well, when asked, he definitely wanted to do homework! He’d noticed his older brothers often finished before he did, even though their guides had more to do. This was because they did homework.  Being able to do homework is a privilege that can be given or taken away. In our home, being able to do homework is considered a blessing! So, both sons chose to do homework.

Second, I meet with each child to decide what they will do for homework.

I have a few rules for homework. First, it must be for tomorrow’s day of plans; it cannot be saved from today’s day of plans. We found if parts of the daily plans are saved for homework that night and something comes up, they don’t get done. Then we are behind. So, homework must be for the next day’s plans in the guide. In this way by doing homework, we are actually ‘getting ahead’ in the plans. Second, homework must be “I” independent. I am not teaching at night, as I enjoy teaching during the day. I have more energy! So, homework cannot require me. Third, homework is not corrected by me until the next morning. For these reasons, my child in WH chose to do his Bible Quiet Time and his Living Library for homework. My child in RTR chose to do his Science.

Third, if homework is not completed the night before, it is completed right after we finish our homeschool day instead.

Sometimes something unexpected just comes up, and homework doesn’t get done. If this happens, the homework that would have been completed the night before just gets moved to be completed right after we finish our homeschool day instead. So for example, if we are on Day 3 of the plans, and the homework for Day 3 was not completed the night before, Day 3’s homework gets moved to the end of Day 3’s homeschool day. If this happens repeatedly due to the child not being responsible enough to complete homework, the child is not ready for homework. The homework option can then be removed and reintroduced the next year. This natural consequence is motivating; my youngest son has only missed homework twice this year in RTR. On both those occasions, he set his alarm clock earlier in the morning and did his homework before we met for the day.

Try offering a homework option if your children are older!

If any of your children are placed in Preparing Hearts for His Glory on up, try offering a homework option! We first assign “I” independent work in Preparing Hearts. Be sure to train your children how to properly do the “I” boxes before letting them be done as homework. I find about 2-4 weeks into the guide, our children are able to begin homework. If your children have not done HOD previously, you may need to take longer to train them how to follow the plans, as HOD’s guides incrementally move skills from teacher-directed to independent, from guide to guide. So, that wraps up my first segment of ‘a day in the life’ of RTR and WH!

In Christ,
Julie

Start Strong for an Easier Finish

From Our House to Yours

Start Strong for an Easier Finish

Heart of Dakota‘s guides are what we call ‘front-loaded.’ At the start of each guide, there is a combination of skills to maintain, skills to improve upon, and new skills to learn. These skills will be worked and improved upon the whole homeschool year. Whenever we begin a new HOD guide, I know how important it is to start strong. This is fairly easy, as at the start of a new year we are all excited to begin! A new guide, new books, new skills – they are exciting! So, we dive in and work hard to start strong.

Following the guide as it is written gives a strong start!

My children look at their new HOD guide as their road map for the year. They know we will follow the guide as it is written, so they can visualize their final destination. Within each 2-page daily plans and within each week, they can see what their goals for the year will be. Success is in their reach and in mine’s because what equals success is clear to all! This is empowering. Following the guide as it is written gives everyone common goals, and they are attainable.

Heart of Dakota is special because you can follow the guide ‘as written’ while still customizing it to fit your child individually!

What is special about HOD is you can follow a guide ‘as written’ while still customizing it to fit your child! For example, written narrations have sentence ranges. So when following Preparing Heart‘s guide for written narrations, the plans call for a 1-3 sentence narration. A child not as strong in writing can still complete the plans ‘as written’ by doing 1 good short sentence. Likewise, a child who is strong in writing can still complete the plans ‘as written’ by doing 3 detailed sentences. In Resurrection to Reformation, the child who is not as strong in ‘research’ can complete the plans ‘as written’ by answering just 2-3 of the suggested guided questions. Likewise, a child who is strong in research skills can complete the plans ‘as written’ by answering all 7-8 provided questions. So following the guide ‘as written’ in HOD still has flexibility!

Tweaking or skipping plans weakens a strong start and makes an easier finish difficult.

Heart of Dakota’s guides are skill-based, so each year becomes more difficult. This is good! It is what prepares K-2nd grade children for the increased rigor of 3rd to 5th grade. In turn, 3rd to 5th grade children are prepared for the increased rigor of 6th to 8th grade, and 6th to 8th grade children for the increased rigor of high school. This is why tweaking the plans weakens a strong start and makes an easier finish difficult. For example, if a child in Bigger Hearts skips the 1-3 vocabulary cards assignment at the start, he will have a very hard time adding the 1 card by the end, and he’ll probably never get to 2-3 cards. A child who starts strong by attempting 1 card will at the very least be doing 1 extremely good card by the end, if not 3.

I am in the ‘easier finish’ stage right now due to a strong start!

Today I woke up to find Emmett ready for a strong start. During our first meeting time, he had his Bible Quiet Time Hidden Treasures ready for me to correct. He recited his last few verses he’d memorized and let me know he’d already sang and prayed. He’d listened to his What in the World? CD and shared a few things he enjoyed. Next, we corrected his science answers for Exploring Planet Earth. These are all “I” independent boxes in RTR and because we had a strong start, he did them all right. Next, we enjoyed having a leisurely happy poetry lesson together and finished up with dictation, as he knew from a strong start, these were not things he could do on his own. The day continued with him doing his written narration and completing his Shakespeare study independently.

Starting strong continues to make the finish easier!

The next time I met with Emmett, we checked his narration and Shakespeare study. We did his math lesson and cuddled up with his Storytime book. He finished his “plot twists” card on his own and began reading his grammar while I worked with his older brother. We then orally began his grammar. The phone rang, and when I returned he had chosen 1 section to write from grammar and left it out for me to correct. I found him in the living room, cuddled up reading his DITHOR book because that was next. We discussed his DITHOR Student Book assignment, as well as his Medieval History-Based writing assignment. I went to make lunch. By the time lunch was made, Emmett was done with his DITHOR and writing, and all we had to do was correct and edit these together.

If you are having a harder finish, consider focusing on a stronger start next year by using HOD more ‘as written.’

My children are not perfect, nor am I. What we do have is an understanding of common goals that are consistent. That too, has little to do with me, and everything to do with simply enjoying the beauty of using HOD guides as written. At the beginning of the year, we make a point to have a strong start. As we move through our front-loaded HOD guides, we all get better and better at them. By the end, our days are easier. We reap the harvest of our strong start with an easier finish, which is good, because we are all getting ready for a break. Longer days at the beginning equal shorter easier days at the finish, which is when we need it most. If you are having a harder finish, consider focusing on a stronger start next year by using HOD more ‘as written.’

In Christ,

Julie

A Year by Year Look at Charlotte Mason’s Poetry Study in Heart of Dakota

More Than a Charlotte Mason Moment

A Year by Year Look at Charlotte Mason’s Poetry Study in HOD

Charlotte Mason loved to study poetry! She makes mention of poetry study in each of her six volume series of books. Each year, she would choose one poet to focus upon with her students. Students would read, illustrate, narrate/discuss, memorize, and recite poetry.  According to Charlotte Mason, Older (age 9) children should practice reading aloud every day, and their readings should include a good deal of poetry, to accustom him to the delicate rendering of shades of meaning, and especially to make him aware that words are beautiful in themselves, that they are a source of pleasure, and are worthy of our honour; and that a beautiful word deserves to be beautifully said, with a certain roundness of tone and precision of utterance…” (Volume 1, p. 227)

Charlotte Mason’s Quotes About Poetry Study

“Poetry is, perhaps, the most searching and intimate of our teachers… Poetry, too, supplies us with tools for the modelling of our lives, and the use of these we must get at for ourselves. The line that strikes us as we read, that recurs, that we murmur over at odd moments-this is the line that influences our living…” (Volume 4, p. 71)

“Many have a favourite poet for a year or two, to be discarded for another and another. Some are happy enough to find the poet of their lifetime in Spenser, Wordsworth, Browning, for example; but, whether it be for a year or a life, let us mark as we read, let us learn and inwardly digest. Note how good this last word is. What we digest we assimilate, take into ourselves, so that it is part and parcel of us, and no longer separable.” (Volume 4, p. 71)

Carrie’s Commentary on Charlotte Mason’s Poetry Study

It is interesting to note that I was never exposed to classic poetry that I can remember throughout my education or during my years as a classroom teacher. After ending my years in the classroom as a teacher, when I came home to teach my children, I had my first exposure to classic poetry. When I began reading Charlotte Mason’s philosophy of education and started trying to implement it in my home, I began my first uncertain steps into reading classic poetry with my sons.

My boys were young, just 9 and 6 at the time. We started with Robert Louis Stevenson and just read and discussed a poem a week. Then, we moved on to Robert Frost and Emily Dickinson, much as you see the progression in our guides. I did not have “expert” questions to guide me. However, we wandered our way through the poems talking about possible meanings as we went.

I became a believer of Charlotte Mason’s philosophy of lingering over poetry a little at a time.

Over the years, I began to see an amazing change in my boys’ ability to understand poetry (and along with that to comprehend and enjoy difficult literature too). They began to find the meaning in what they read and really be able to talk about it. I became a believer in Charlotte Mason’s philosophy of allowing a child to think on and linger over poetry a little at a time. I slowly became a lover of classic poetry too, and I enjoy it very much now… but it was a process.

Subjects such as literature, poetry, and Bible are meant to be discussed and lingered over.

I encourage you not to give up on poetry or literature study simply to seek a way to teach these subjects with an answer key. When there is a key, you can be sure there is often very little creativity being taught, as the goal to mirror the key becomes the focus of the assignment very quickly. Subjects such as grammar and math work well from a key. Subjects such as literature, poetry, and Bible are meant to be discussed and lingered over. The skill of thinking on a higher level and digging beneath the surface of what is read is a skill to be taught like any other. It comes naturally to some people and not to others. However, it is a skill that can be taught to almost anyone given the right method and enough time.

Charlotte Mason encouraged homeless, workhouse children to unerstand and appreciate poetry.

As an example of this, Charlotte Mason encouraged the skills of understanding and appreciating literature and poetry in homeless workhouse children who had no education, no home, and no prior schooling. Yet, they could learn to appreciate literature and poetry, and it opened a world of possibilities in their minds. Our guides strive to do the same.

Heart of Dakota makes Charlotte Mason-style poetry study easy!

Charlotte Mason’s poetry study can be a subject many homeschool families long to have be part of their day but struggle to actually do so. Heart of Dakota makes Charlotte Mason-style poetry study easy! Starting in Beyond Little Hearts, children are given a broad exposure to poetry to act as a backdrop for more in-depth study. Poems reinforce the history theme, and a different classic poem is introduced each unit. Many famous poets are represented. Poems were chosen for their enduring quality and their ability to withstand the test of time. Poems are read aloud each day and kept for one week. Daily copywork of the weekly poem offers yet another way to enjoy a Charlotte Mason inspired skill.

Bigger Hearts for His Glory’s Poetry Study

Bigger Hearts for His Glory continues to give exposure to history-linked classic poems. Each poem is also still read aloud each day. However, each unit includes the addition of poetry activities in a rotating way. Beginning with Day 1, children are introduced to the poem and any unfamiliar vocabulary. On Day 2, parents and children enjoy questions and a discussion related to the meaning of the poem. Day 3 includes instruction and practice on various ways to enjoy choral reading the poem. Next, Day 4 includes a lesson focusing on poetic devices. Finally, Day 5 rounds out with reading past poems for enjoyment. Copywork of the poem along with the option to illustrate it each week offers students yet another opportunity to benefit from a Charlotte Mason inspired skill.

Preparing Hearts for His Glory’s Poetry Study

Children using Preparing Hearts for His Glory are often around the age 9. This is the ‘older’ age Charlotte Mason refers to when suggesting beginning poetry study. In Preparing Hearts, a different classic poem written by Robert Louis Stevenson is introduced in each unit. Day 1 includes questions and a discussion related to the meaning of the poem. On Day 2, a creative writing lesson based upon the poem’s style, content, pattern, or poetic devices is planned. Day 3 includes guided questions for students to help students make personal connections. Next, Day 4 suggests ways for students to share the poem with others. Finally, each 12 week term includes the memorization and recitation of a previously studied Robert Louis Stevenson poem of the student’s choice.

Creation to Christ’s Poetry Study

Creation to Christ’s poetry study focuses on Robert Frost’s poetry. On day 1, students read and appreciate the poetry of Robert Frost. They also neatly copy a portion of the poem to be included in a watercolor painting project. On Day 2, students use planned painting techniques to illustrate poetry. Next, on Day 3 students further explore poetry moods with painting lessons. On Day 4, students share the poetry of Robert Frost and learn about his life. Finally, students memorize and recite a previously studied Robert Frost poem each 9 week term. Often times, students create a bound booklet of their watercolor poetry painting projects to enjoy for years to come.

Resurrection to Reformation’s Poetry Study

In Resurrection to Reformationstudents enjoy an Emily Dickinson focused poetry study. Each week students enjoy focusing on a new Emily Dickinson poem. Throughout the week, different activities are linked to the poem. Together, parents and students enjoy a rotation of activities. These activities include the following: the introduction of unfamiliar vocabulary, questions and discussion related to the meaning of the poem, lessons focusing on poetic devices, memorization and recitation of previously studied poems, and copywork of selected poems within the Common Place Book.

Revival to Revolution’s Poetry Study

The poetry study in Revival to Revolution makes a return to the study of a variety of famous poets. These poems match the history readings. They add a new dimension to the history study by delving more deeply into the emotions, events, and people of the time period. The poems in this guide differ from previous guides in the level of difficulty, length, and style of the poets. After years of forming a relationship with poetry that was first built on shorter poems, students are now capable of enjoying and comprehending longer and more abstract works. This deeper, more challenging poetry study is meant to provide an excellent stepping-stone to reading and understanding higher-level literature.

The following activities are linked to the poetry: thought-provoking questions related to the meaning of the poem, copywork of selected stanzas within the Student Notebook, links to the historical time period, connections between the poetry and historical events or people, and pertinent background information about some of the poets.

Missions to Modern Marvels’ Poetry Study

In Missions to Modern Marvels, poems are linked to nature journaling. Different classic nature-themed poems written by William Wordsworth, Walt Whitman, and Henry Wadsworth Longfellow are studied. Each poem was chosen for its enduring quality, its ability to withstand the test of time, and its capacity to describe nature in vivid ways. These poems complement assignments from Nature Drawing and Journaling once in each unit. As poems are read aloud and discussed with a parent, they add a new dimension to the nature study by helping students appreciate the world around them.

Poetry Study in High School

In high school, students continue to study poetry within the earning of their English credit. They also keep a Common Place Book. They select quotes or passages that are meaningful to them from their classic literature for inclusion in their book. Charlotte Mason advocated this practice throughout high school, and we feel it is an excellent use of students’ time as they watch for notable quotes or passages as they read, select from among them, and accurately copy them into their book for later reference. Continuing copywork of Scripture, of which much is poetry, is another area that is well worth time spent copying. Poetry is one more area that is worth copying, as the structure of the poems, the flow of the words, the sentiments evoked by the poetry, and the style of the poet are reflected.

Many families using Heart of Dakota have shared they were surprised how much their children love poetry!

One of the number one surprises to many families using HOD is how much their kiddos (both boys and girls) are learning to love and appreciate poetry. It is a skill that their kiddos are honing in which the parent often had no previous instruction. As they hone this skill with poetry, the world of literature opens up to them as well, and then their writing pours forth from them later too. It is progression of skills that takes time to come to fruition, but it is a joy to behold as it does!  Best of all, Heart of Dakota doesn’t require the purchase of anything but our guides to enjoy most poetry studies!

In Christ,
Julie

 

 

 

 

 

 

 

Flexible Pacing for Homeschooling Little Ones 4 or 5 Days a Week

From Our House to Yours

Flexible Pacing for Homeschooling Little Ones 4 or 5 Days a Week

We have now used Heart of Dakota from PreK through 12th grade! One of the things I love best as a busy homeschool mom is the flexible pacing. Back in 2004, I began homeschooling with just one guide, Little Hands to Heaven. Wyatt was 4 years old, and Riley was 5-months old. When Wyatt reached Beyond Little Hearts for His Glory at 6 years old, Riley began Little Hands to Heaven slowly at 3 years old, and that was my first time to do two guides at once.  The following year Wyatt began Bigger Hearts for His GloryRiley was still finishing  Little Hands to Heaven, and Emmett made his grand entry into this world as baby #3.  For these first 4 years of homeschooling, we homeschooled 5 days a week, and I was so very thankful! Each day had just enough homeschool to keep my sons happy and content.

I preferred to homeschool 5 days a week when all my children were little.

When my children were under age 8, I preferred to homeschool 5 days a week. I had almost forgotten why when I asked a young mom how staying home was going. Well, pretty good, I guess. We get up at 7 AM when baby wakes up. I dress the children, feed them, take them on a stroll, play with them, have them watch a short video, do puzzles, read some board books, and then it’s 9:30 A.M. I don’t know what else to do, so we just do it all over again… and again… and again… and then we are just looking at each other like, what now?!? Honestly, we are just so glad to see Daddy walk through the door! That is when I remembered why I loved homeschooling 5 days a week with little ones! Our days were just the right balance of homeschool and free time.

I preferred to homeschool 4 days a week when my oldest son started Preparing Hearts for His Glory.

Once my oldest son started Preparing Hearts for His Glory, he was on a 4 day a week schedule. He began to take on more independence, not only in homeschooling but in life in general. Wyatt loved to lead his younger brothers in playtime, and they loved to be led. He came up with endless games to play, outdoors and indoors. They couldn’t wait to see what he came up with next!  A new day was dawning. I was no longer the sole form of entertainment. In fact, I’d taken a backseat to big brother. I began to realize I’d truly enjoy a 4 day week. If I could just get everyone on board with a 4 day week, life would be grand!

I liked going half-speed and full-speed with several guides to move toward a 4 day week.

As each of my children saw all the fun Wyatt was having in HOD, I started them homeschooling on the youngest side of the age range of the guides. I wanted to have special mommy time with them anyway. Riley was on the youngest side of the target age range when I had the epiphany I’d enjoy doing homeschool just 4 days a week. So, for Riley, it made sense simply to move toward doing school 4 days a week. For awhile we did a January to December homeschool year for him, where he’d start a new guide in January. As he is my artistic, creative child, I spread out his Creation to Christand Resurrection to Reformation years. I went half-speed, then full-speed with Creation to Christ. Then I went half-speed, full-speed with Resurrection to Reformation. Voila!  He reached Revival to Revolution at the start of 7th grade.

I knew I wanted to go 4 days a week with my youngest son from the very start.

When my last little one started Little Hands to Heaven, I knew I wanted him to be on a 4 day a week schedule. As it turns out, it’s just a math problem to be figured out to make that happen. And oh, how I love a good math problem! There are 4 days of plans for 35 weeks for Preparing Hearts through U.S. History II. That equals 140 days of school each year (which is really 5 days of school planned in 4 days to save us a day, so if you’re from a strict 175 days of school state, you’re still ‘getting it in’ and can always spread it out to 175 days if you feel you must, but I digress).  Okay, back to the concept of 140 days a year so you can homeschool 4 days a week with everyone once your oldest reaches Preparing Hearts.

I liked this schedule for doing Little Hands to Heaven through Bigger Hearts for His Glory for 4 days a week.

I planned for 135 days a year, to account for easing into younger guides and to account for the increased sick days little ones often have. It works out perfectly to do 135 days a year, doing 4 guides in 5 years with the schedule below.

1st Year:  Little Hands to Heaven, Units 1-27

2nd Year:  Little Hands to Heaven, Units 28-33; Little Hearts for His Glory, Units 1-21

3rd Year:  Little Hearts for His Glory, 22-34; Beyond Little Hearts for His Glory, Units 1-14

4th Year:  Beyond Little Hearts for His Glory, Units 15-34; Bigger Hearts for His Glory, Units 1-7

5th Year:  Bigger Hearts for His Glory, Units 8-34

*Note: You can always do 140 days of school each year with your little ones, if  you prefer. Just start your little one on the same day as your olders, but start slowly, taking an extra 5 days to ease into the guide. Or, spread out the end of the guide at the end of the homeschool year, so everyone finishes together. Easy peasy!

Heart of Dakota is very flexible!

I have been very thankful Heart of Dakota is so flexible through the past 17 years! If you happen to have little ones starting Little Hands to Heaven alongside older ones doing HOD guides 4 days a week, this is one plan you might enjoy!  No matter what, HOD has flexible pacing, as guides are not planned according to specific days of the week, months, or holidays. With 365 days in the calendar year, there are endless pacing possibilities!  Hope this gives you one more way to ponder!

In Christ,
Julie

 

 

Why homeschool? Less screen time, more book time!

From Our House to Yours

Why homeschool?  Less screen time, more book time!

One of the biggest battles we will fight for our children in this day and age is too much screen time. We see children using smartphones or tablets, playing video games, working on computers, watching television, etc., day in, day out. As parents, the allure of less expensive books, easily and readily available on media devices is strong. We see brick and mortar schools facing this same allure of a lower budget when choosing media resources. Real books cost more money, plain and simple. We see the results of the bottom dollar. More often than not, schools are investing in media devices rather than books. I believe Charlotte Mason would be appalled.

If all of our children’s ‘books’ are digital, what does the rest of their day look like?

If our children spend all day on media devices for the reading of books or literature, what does the rest of their day look like? This is a battle. We all know too much screen time is not good – it’s not good for us as adults. It is all the more not good for our children, whose brains and bodies are still developing. Too much screen time has been linked to numerous harmful side effects such as obesity, sleep deprivation, vision problems, problems in school, loss of social skills, and increased aggression. As parents, we know our children will have future careers that require knowledge and expertise in communicating and working with media. However, we also see the detriments of them having way too much screen time. What is a parent to do?

In homeschooling, we can choose printed books and resources as the primary source of education materials.

In homeschooling, we have the opportunity to choose printed books and resources as the primary source of our education materials. Simply by choosing printed resources, we can decrease our children’s daily screen time. We can also choose to use media resources only when they truly are the best choice. Furthermore, we can choose these resources in a more controlled and easily monitored way, so our children don’t fall victim to less than desirable websites or links.

In Heart of Dakota, children learn to love to read real books, while still learning to use media resources in a balanced, monitored way.

In Heart of Dakota, we have children use audio CDs, instructional DVDs, online encyclopedias, and interactive websites. However, these are used in a very balanced, monitored sort of way that is cognizant of children’s age and maturity. Whenever possible, real books are used and options are given. Children are encouraged to use print materials, to often write instead of type, and to respond to what they are reading with all types of assessments, including hands-on. So when you are weary as a parent at the end of your homeschool day and your child wants to watch a movie, play a short online game, watch a television show, chat with someone online, or hop on the computer, you can say ‘yes’ to what you are comfortable with, knowing at least for the rest of their day, they weren’t doing the exact same thing.

In Christ,

Julie