Setting Up for Preparing Hearts for His Glory

From Our House to Yours

Setting Up for Preparing Hearts for His Glory

So, I’ve placed my children, had my Heart of Dakota  ‘box day,’ and am setting up for Preparing Hearts for His Glory (PHFHG). My first step is to read through PHFHG‘s Introduction, Appendix, and first week or month of plans. This helps me envision my year and understand what my guide covers. As each Introduction includes options (i.e. one large binder or several smaller binders, etc.), I like to note my chosen options in the margin of the Introduction. This way, I can easily make my shopping list later based on my notes. Likewise, it is important to read through the beginning pages and “Getting Started” section in the Appendix  of Drawn into the Heart of Reading (DITHOR).

Setting Up the Front of My PHFHG Binder

First, I make a color photocopy of my PHFHG cover and insert it in my binder. If you don’t have a color copier, black and white looks nice too! Second, I print the Introduction of the guide off the Internet (click here). I use the Table of Contents as my attendance record, noting the dates we completed each unit (i.e. Unit 1:  Sept. 2-6, 2019). Third, I print the first week of plans (click here), which is a nice overview. If your state requires a completed portfolio for meeting with a principal or umbrella school, the Introduction and first week of plans give an excellent overview of what is covered. (Carrie gives permission for the Introduction and First Week of Plans to be printed or copied for portfolio compilation. However, any other photocopies or retyping of plans would be a copyright infringement.)

Label History, History Projects, and Science Tab Dividers 

Next, I label tab dividers for my binder. My goals are to show what my child did and how he progressed in skills. So, I label my first tab “HISTORY.” Behind this tab, I place my child’s completed history written narrations (from the Reading About History box of plans), as well as my child’s completed Draw and Write Through History assignments (from the Independent History Study box of plans). If I have an older child who is using the history extensions, I place any completed 2-3 paragraph summaries or pictures with one paragraph summaries here as well. Next, I label my second tab “HISTORY PROJECTS.” I place any of my child’s history projects that happen to be flat here. Then, I label my third tab “SCIENCE.” Here, I place my child’s completed science notebooking assignments and lab sheets.

Label Language Arts and Math Tab Dividers

Next, I label my fourth tab “LANGUAGE ARTS.” I place any completed assignments from Poetry Day 2’s creative writing lessons here. If my child did DITHOR, I either choose some completed workbook pages to include, or I just keep his entire DITHOR 4/5 Student Book. Likewise, for the cursive workbook (if my child is doing cursive this year instead of last year), for the R & S English 3 or 4 written work, and for the spelling/dictation written work, I either choose a handful of completed pages for the binder, or I just keep the entire workbook and notebook(s). Finally, I label my fifth tab “MATH” and include any completed math workbook pages, or I just keep the entire workbook.

Things Either to Do at the Start Or to Do As They Come Up in the Plans

If I want to use photocopies of DICTATION instead of the Appendix, I photocopy the passages. I also label a wide-lined composition notebook ‘DICTATION.’ For VOCABULARY, I follow the directions on Unit 1, Day 2, of the daily plans to either get a composition notebook and label 2 pages for each letter of the alphabet, or get a card file with index cards and alphabetical tabs. I’ll need between 75 and 175 index cards, with the number of cards needed based on how many of the 3-5 weekly vocabulary words I choose to have my child do. For SCIENCE, I photocopy 37 (nice to have a few extra) Science Lab sheets from the Appendix and put them in a folder. For TIMELINE, I follow the directions on Unit 1, Day 4’s timeline plans to create prepare either for the accordion-style timeline or for the on-the-door timeline.

Other Things to Do

For the written work in English GRAMMAR, I label a lined composition book or notebook ‘GRAMMAR.’ For the Day 4 HISTORY written narrations, I choose either a lined notebook or loose-leaf paper.  If I chose a notebook, I label it ‘HISTORY WRITTEN NARRATIONS.’ Either way though, I include the written narrations in the binder behind the ‘history’ tab. For the Day 3 SCIENCE questions, I label a lined composition book or notebook ‘SCIENCE QUESTIONS. For MATH, I choose to either have my child write directly in the textbooks/workbooks, to use loose-leaf paper, or to use a lined notebook. If I chose a lined notebook, I label it ‘MATH.’ Finally, I choose a special lined and bound book for my child’s COMMON PLACE BOOK, which is described in Unit 1, Day 4’s Bible Study box.

Setting Up for Drawn into the Heart of Reading (DITHOR)

You can either set up DITHOR at the start or do it as you move through the plans. If I do this at the startI fill out the DITHOR 4/5 Student Book “Reading Calendar.” Using HOD’s “Optional Book Recommendations,” I fill in the page numbers to be read each day. For example, if my son is using the DITHOR Level 3 Book Pack, I see ‘5 days’ next to Biography: Louis Braille. So, I divide the total number of pages or chapters in Louis Braille by 5. As there are 10 chapters, I just write “Ch. 1-2” on ‘Day 1’ of the Reading Calendar, “Ch. 3-4” on ‘Day 2,’ and so on.

Then, as I see ’10 days’ next to Biography: Alexander Hamilton, I divide the total number of pages by 10. As there are 114 total pages in Alexander Hamilton, I divide 114 by 10 and fill in the reading calendar for about 11 pages a day. I might do this for each genre or just the first one. Also, I might choose my first genre kickoff in my DITHOR Teacher’s Guide.

Label Sticky Tabs to Mark Places in the PHFHG Guide

Next, I label sticky tabs to mark places in my guide. I label the first tab “DAILY PLANS,” placing it on Unit 1, Day 1. Then, I label the next tabs “DICTATION,” “POETRY,” and “MATH,” placing them in the Appendix.  Likewise, if my child is using the extensions, I label another tab “EXTENSIONS.” If I am photocopying the Science Lab sheet as it comes up in the plans, I label another tab “SCIENCE LAB.” Finally, for DITHOR, I label 2 tabs “DAILY PLANS,” placing one in the teacher’s guide and one in the student book.

Special Items for Preparing Hearts for His Glory

There are a few special items needed for PHFHG. By this time I already know which items I’ll need, because I wrote them in the margin of my Introduction earlier. Some things I’ve noted are a world map or globe, and a children’s Bible for Bible Study. I also noted a Webster’s dictionary for Vocabulary. One final thing I liked to do is make a photocopy of the Narration Tips: Teacher’s List, How to Narrate: Student’s List, Written Narration Skills: Teacher’s List, and/or Written Narration Skills: Student’s List.  Carrie does give permission to photocopy these. I keep the teacher’s list for me to reference and the student’s list for my child to reference. However, you can always just put another tab in your PHFHG guide and label it “NARRATION TIPS,” if you’d rather.

Shopping for Supplies

Carrie’s plans use readily available household supplies, and many options are suggested. For example, the plans may call for either a bean bag and a basket, or a rolled up pair of socks and a plastic bin. I just skim the History Project and Science plans every month or so, to look for the one-off supply. However, to get ready to begin PHFHG, I just stock up on usual art supplies, like crayons, markers, glue (sticks and liquid), scissors, construction paper, tissue paper (colored), tape (masking and clear), a ruler, a yardstick, playdough, paints/paintbrushes, cotton balls, yarn/string, etc. I also stock up on index cards, page protectors, and a few catalogs. Finally, I’ve found a flashlight, deck of cards, CD player (for Lead Me to the Rock), bouncy ball, paperclips, paper plates, food coloring, marker board with dry erase markers, and q-tips/toothpicks are also nice to have on hand.

Sorting Resources into “Things We Need Now” and “Things We Need Later” Bins or Totes

One of the last things I do is get two canvas bins.  I use one for ‘things we need now’ and the other for ‘things we need later.’ As I read through each box of my first week of PHFHG’s plans, I put each needed resource in the bin  for ‘things we need now.’ I put the remaining items in the bin for ‘things we need later.’ Throughout the year as we finish using resources, I put them in the back of the ‘things we need later’ bin, and I move the next books or resources we need into the ‘things we need now’ bin or tub. This way, my ‘things we need now’ bin only contains what we need for each week. Another benefit is the ‘things we need now’ are always mobile! Likewise, I put many art supplies in a tool turnabout, so these are mobile too!

In Closing

As you can see, the steps you take to set up will vary based on your personal preferences. I’m writing this post so the end result is a lovely 3-ring binder portfolio with tabs alongside a completed timeline, notebooks, workbooks, and/or card files. This will be a wonderful way to show what your child has done! However, there are many options. For example, instead of one large binder,  I sometimes choose several small 1 or 2 inch binders (i.e. one for history, one for science, etc.). Or, I sometimes buy one big 4-subject tabbed notebook, and label the sections GRAMMAR, HISTORY, SCIENCE, and MATH. Usually, I base this on my child. If he prefers several small binders or notebooks, we do that. Or, if he prefers just one large binder and notebook, we do that. So, by all means, set up your year how YOU’D like!

In Christ,
Julie

 

 

Setting Up for Bigger Hearts for His Glory

From Our House to Yours

Setting Up for Bigger Hearts for His Glory

So, I’ve placed my children, had my Heart of Dakotabox day,‘ and am setting up for Bigger Hearts (Bigger). My first step is to read through Bigger’s Introduction, Appendix, and first week or month of plans. This helps me envision my year and understand what my guide covers. As each Introduction includes options (i.e. one large binder or several smaller binders, etc.), I like to note my chosen options in the margin of the Introduction. This way, I can easily make my shopping list later based on my notes. Likewise, it is important to read through the beginning pages and “Getting Started” section in the Appendix  of Drawn into the Heart of Reading (DITHOR). Finally, reading the Introduction of Italic D or Cheerful Cursive also offers much insight!

Setting Up the Front of My “Bigger Hearts for His Glory” Binder

First, I make a color photocopy of my Bigger cover and insert it in my binder. If you don’t have a color copier, black and white looks nice too! Second, I print the Introduction of the guide off the Internet (click here). I use the Table of Contents as my attendance record, noting the dates we completed each unit (i.e. Unit 1:  Sept. 2-6, 2019). Third, I print the first week of plans (click here), which is a nice overview. If your state requires a completed portfolio for meeting with a principal or umbrella school, the Introduction and first week of plans give an excellent overview of what is covered. (Carrie gives permission for the Introduction and First Week of Plans to be printed or copied for portfolio compilation. However, any other photocopies or retyping of plans would be a copyright infringement.)

Label History Notebook, Timeline, History Activities, and Poetry Tab Dividers 

Next, I label tab dividers for my binder. My goals are to show what my child did and how he progressed in skills. So, I label my first tab “HISTORY NOTEBOOK.” Behind this tab, I place Bigger Heart’s history notebook pages inside page protectors. Next, I label my second tab “TIMELINE.” I place my child’s Bigger Heart’s timeline (when completed) behind this tab. Then, I label my third tab “HISTORY ACTIVITIES.” I place any of my child’s history-themed art projects, history activities, or geography activities that happen to be flat here. Next, I label my fourth tab “POETRY.” I place any written assignments from Poetry Day 4’s poetic devices’ activities here. If my child copied and decorated the poems instead of doing cursive, I also place the copied poems here. (If my child would enjoy it, I have him make a special cover for his poetry booklet.)

Label Language Arts, Science, Math, and Extensions Tab Dividers

I label my fifth tab “LANGUAGE ARTS.” Here, I put my child’s Storytime written work, bookmarks, and typed narrations. If my child did DITHOR, I either choose some completed workbook pages to include, or I just keep his entire DITHOR 2/3 Student Book. Likewise, for the cursive workbook, for the R & S English 2 or 3 written work, and for the spelling/dictation written work, I either choose a handful of completed pages for the binder, or I just keep the entire workbook and notebook(s). Next, I label my sixth tab “SCIENCE.” I place my child’s completed science notebooking and written experiments here. Then, I label my sixth tab “MATH”and include any completed math activity pages or worksheets. Finally, if my child is doing the extensions, I label my seventh tab “EXTENSIONS.” I place my child’s paragraph summaries and completed pictures/captions here.

Extra Tab(s) for Those Who Take Pictures and Actually Print Them

If you take pictures and also print them, you can include another tab called “HANDS-ON.” Behind this tab, place printed action photos of hands-on activities. Things like Geography Activities, History Activities, Science Exploration experiments, Bible Study gross motor skills activities, DITHOR kickoffs or final projects, Math hands-on lessons, and/or the hymn study singing can be included. Or, you can label the tab “OTHER” and put pictures of anything special, like you reading the history, hymn study, or devotional to your child. However, ask me how many times I have gotten that done in three trips through Bigger? Zero. So, if you don’t get this done, no worries! I DO have many pictures taken, and I DID have them on a slideshow in a photoframe for awhile. So, if you don’t have the time, don’t do this. Your binder without any of these extras will still be amazing!

Spelling/Dictation Things to Either Do at the Start or to Do As They Come Up in the Plans

If I want to do everything at the start, using the Appendix for SPELLING, I write the spelling words one at a time in a black Sharpie on white index cards. I jot the unit number in the top right corner of the first card, put a colored index card or divider between each set, and place them in a recipe box. (Otherwise, this is an easy thing to do each week, and to start you can just do the first week!) If my child is doing DICTATION and I want to use photocopies of dictation instead of the Appendix, I photocopy the passages. For only Level 2, I cut these out and glued them to index cards, so my child could focus on just the day’s passage.  However, this is just a personal preference, and not a ‘have-to’! I also label a wide-lined composition notebook ‘DICTATION.’

Bible Memory Work and Vocabulary Work Things to Either Do at the Start or to Do As They Come Up in the Plans

For BIBLE MEMORY WORK, I either hole-punch 35-40 index cards and put them on a metal ring, or I get a small 3-ring binder and index cards. For VOCABULARY, I follow the directions on Unit 1, Day 3, of the daily plans to either get a composition notebook and label 2 pages for each letter of the alphabet, or get a card file with index cards and alphabetical tabs. I’ll need between 35 and 105 index cards, with the number of cards needed based on how many of the 1-3 weekly vocabulary words I choose to have my child do.

Copywork, Grammar, Storytime, and Math Things to Either Do at the Start or to Do As They Come Up in the Plans

For COPYWORK, I choose either a lined notebook or loose-leaf paper and a binder.  If I chose a notebook, I label it ‘COPYWORK.’  Next, for English GRAMMAR, I choose either a lined notebook or loose-leaf paper and a binder.  If I chose a notebook, I label it ‘GRAMMAR.’ For STORYTIME, I label a sticky tab or jot in the Storytime box of plans how many chapters or pages to read each day (i.e. if my Biography Storytime book has 100 pages, according to Day 1’s Storytime plans, I divide 100 by 20 days of reading, and make a note to read about 5 pages a day). The last choice I need to make is for MATH. I can choose for my child to write directly in the textbooks/workbooks, to use loose-leaf paper, or to use a lined notebook.  Again, if I chose a lined notebook, I label it ‘MATH.’

Setting Up for Drawn into the Heart of Reading

If your child is using DITHOR, you can either set this up at the start or do it as you move through the plans. If I do this at the startI fill out the DITHOR 2/3 Student Book “Reading Calendar.” Using HOD’s “Optional Book Recommendations,” I fill in the page numbers to be read each day. For example, if my son is using the DITHOR Level 2 Book Pack, I see ’15 days’ next to Biography: Amelia Earhart. So, I divide the total number of pages or chapters in Amelia Earhart by 15. As there are 15 chapters, I just write “Ch. 1” on ‘Day 1’ of the Reading Calendar, “Ch. 2” on ‘Day 2,’ and so on. I might do this for each genre or just the first one to start. Also, I might choose my first genre kickoff in my DITHOR Teacher’s Guide.

Label Sticky Tabs to Mark Places in the Bigger Guide

Next, I label sticky tabs to mark places in my guide. I label the first tab “DAILY PLANS,” placing it on Unit 1, Day 1. Then, I label the next tabs “SPELLING” or “DICTATION” and “POETRY,” placing them in the Appendix.  If I’m using the Emerging Reader’s Set, I label another tab “ER SET” and put in the Appendix. Likewise, if I’m using the third grade math, I’d label another tab “MATH” for the Appendix. Or, if I’d rather not reference my Appendix, I’d just jot the third grade math page numbers in the “Math Exploration” box of plans.  If I’m using DITHOR, I label 2 tabs “DAILY PLANS,” placing one in the teacher’s guide and one in the student book. Likewise, if my child is using the extensions, I label another tab “EXTENSIONS.” Finally, if using the library for Storytime suggestions in the Appendix, label another tab “STORYTIME.

Special Items for Bigger Hearts for His Glory

There are a few special items needed for Bigger. By this time I already know which items I’ll need, because I wrote them in the margin of my Introduction earlier. Some things I’ve noted are a world map or globe, and a U.S. map. I also noted a children’s Bible for Bible Study. Finally, I noted a Webster’s dictionary for Vocabulary. One final thing I like to do is make a photocopy of the Appendix’s “Narration Tips: Teacher’s List” and “How to Narrate: Student’s List.” Carrie does give permission to photocopy these. I keep the teacher’s list for me to reference and the student’s list for my child to reference. However, you can always just put another tab in your Bigger guide and label it “NARRATION TIPS,” if you’d rather.

Shopping for Supplies

Carrie’s plans use readily available household supplies, and many options are suggested. For example, the plans may call for either a bean bag and a basket, or a rolled up pair of socks and a plastic bin. I just skim the Art and Science plans every month or so, to look for the one-off supply. However, to get ready to begin Bigger, I just stock up on usual art supplies, like crayons, markers, glue (sticks and liquid), scissors, construction paper, tissue paper (colored), tape (masking and clear), a ruler, a yardstick, playdough, paints/paintbrushes, cotton balls, yarn/string, etc. I also stock up on index cards, page protectors, and a few catalogs. Finally, I’ve found a flashlight, deck of cards, CD player (for Hymns for a Kid’s Heart), bouncy ball, paperclips, paper plates, food coloring, marker board with dry erase markers, and q-tips/toothpicks are also nice to have on hand.

Sorting Resources into “Things We Need Now” and “Things We Need Later” Bins or Totes

One of the last things I do is get two canvas bins.  I use one for ‘things we need now’ and the other for ‘things we need later.’ As I read through each box of my first week of Bigger’s plans, I put each needed resource in the bin  for ‘things we need now.’ I put the remaining items in the bin for ‘things we need later.’ Throughout the year as we finish using resources, I put them in the back of the ‘things we need later’ bin, and I move the next books or resources we need into the ‘things we need now’ bin or tub. This way, my ‘things we need now’ bin only contains what we need for each week. Another benefit is the ‘things we need now’ are always mobile! Likewise, I put many art supplies in a tool turnabout, so these are mobile too!

In Closing

As you can see, the steps you take to set up will vary based on your personal preferences. I’m writing this post so the end result is a lovely 3-ring binder portfolio with tabs alongside completed notebooks, workbooks, and/or card files. This will be a wonderful way to show what your child has done, should you be asked to do so! It will also be a wonderful way to remember the precious time you spent in Bigger with your child/children! However, there are obviously many options. For example, instead of one large binder,  I sometimes choose several small 1 or 2 inch binders (i.e. one for history, one for science, one for the rest, etc.). Usually, I base this on my child. If he prefers several small binders, we do that. Or, if he can be better organized using (and having to keep track of) just one large binder, we do that. So remember, just have fun setting up your year how YOU’D like – either all at the start, or as you move through the guide!

In Christ,
Julie

 

Setting Up for Little Hearts for His Glory

From Our House to Yours

Setting Up for Little Hearts for His Glory

So, you’ve placed your child in LHFHG, enjoyed your HOD “box day”, and are ready to set up for the homechool year! Well, the first important step is to read through the LHFHG Introduction, Appendix, and first week or month of plans. Reading through these parts of the guide helps me envision our year. It also helps me note any special supplies I might want, based on the options given for me to choose from in the Introduction. I also think it is important to read the beginning pages of the phonics program and of the handwriting workbook. The instruction tips shared there are important to developing good habits. They also note any special preparation needed to begin. For example, Reading Made Easy’s beginning pages notes “Things to Do Ahead of Time,” and The Reading Lesson explains how to use the download in the instruction lesson.

Setting Up the Front of My “Little Hearts for His Glory” Binder

First, I photocopy the cover of my LHFHG guide in color and insert it in my binder. If you don’t have a color copier, a black and white cover looks nice as well! Second, I print the Introduction of the guide off the Internet (click here). I use the Table of Contents that is part of the Introduction as my attendance record. Next to each ‘Unit,’ I write the dates we completed it (i.e. Unit 1:  Sept. 2-6, 2019). Third, I print the first week of plans (click here). This is just a nice overview. If your state requires you to turn in your student’s completed portfolio, printed pages or copies of the Introduction and first week of plans give an excellent overview of what is covered. Please note, Carrie gives permission for the Introduction and First Week of Plans to be printed or copied for portfolio compilation. However, any other photocopies (i.e. of daily plans) would be a copyright infringement.

Label Tab Dividers Inside My LHFHG Binder

Next, I label tab dividers for my binder. My goals are to show what my child did and how he progressed in skills. So, I label my first tab “HISTORY.” Anything my child did on the left Learning Through History part of the plans is placed here. Usually this includes lots of art projects, a few science projects, and a few decorated Bible verses. Next, I label my second tab “FINE MOTOR SKILLS.” I put completed Do It Carefully, Finding the Answers, and A Reason for Handwriting K pages here. (Note: this is based on what I chose for resources; your fine motor skills workbooks might be different.) Then, I label my third tab “LANGUAGE ARTS.” Here, I put Storytime written projects (from Day 4) and phonics worksheets (if my child did any). Last, I label my fourth tab “MATH”and put any completed math activity pages or worksheets here.

Extra Tab(s) for Those Who Take Pictures and Actually Print Them

If you are a super mom who not only takes pictures but also prints them, you can include one more tab called “HANDS-ON LEARNING.” Behind this tab, you can place printed action photos of Rhymes in Motion, Science Experiments, Thinking Games, Dramatic Play, Bible Study activities, and/or the Corresponding Music singing. Or, you can label the tab “OTHER” and put pictures of anything special, like you reading the Bible, the devotional, the history/science books, or the Storytime books to your child. However, ask me how many times I have gotten that done in three trips through LHFHG? Zero. So, if you don’t get this done, no worries! I DO have many pictures taken, and I DID have them on a slideshow in a photoframe for awhile. So, if you don’t have the time, don’t do this. Your binder without any of these extra tabs will still be amazing!

Label Sticky Tabs to Mark Places in the Guide

Next, I label sticky tabs to mark places in the LHFHG guide. I label the first sticky tab “DAILY PLANS,” placing it on Unit 1, Day 1. Then, I label the next tab “RHYMES IN MOTION,” placing it in the Appendix (back) of the guide. If you are using the first grade science option, I’d label another tab “SCIENCE” and place that in the Appendix. Likewise, if you are using the first grade math plans, I’d label another tab “MATH” and place that in the Appendix. Or, if you’d rather not reference your Appendix for the 1st grade science and math, I’d just jot the page numbers in the daily “Math Exploration” and “Science Discovery” boxes of plans instead. Finally, if you are planning on using your library for the optional additional literature in the Appendix, I’d label another tab “LITERATURE SUPPLEMENTS.” 

Shopping for Supplies

Carrie’s plans use readily available household supplies, and many options are suggested. For example, the plans may call for either a bean bag and a basket, or a rolled up pair of socks and a plastic bin. Art supplies are noted in bold print in the Artistic Expression daily plans. I just skim the Art and Science plans every month or so, to look for the one-off supply. However, to get ready to begin LHFHG, I just stock up on usual art supplies, like crayons, markers, glue (sticks and liquid), scissors, construction paper, tape (masking and clear), a ruler, playdough, paints/paintbrushes, cotton balls/yarn, etc. I also stock up on index cards, page protectors, and a few catalogs. Finally, I’ve found a flashlight, CD player (for Hide ‘Em in Your Heart), bouncy ball, paperclips, paper plates, and q-tips/toothpicks are also handy.

Just for Fun Extras

For LHFHG, I enjoyed having on hand some musical toys, a few party streamers/hats, and a scarf to toss – but these items are just for fun and not necessary! As the LHFHG plans say, instead of having on hand musical toys you can always use a kettle and a spoon for a drum, a box of rice to shake as a maraca, or 2 wooden spoons to tap together for rhythm sticks. Instead of party streamers or hats, you can just use construction paper. Rather than a scarf, you can toss a tissue! For this young age of children, I also enjoyed having on hand My First Tinconderoga pencils, a pencil sharpener, sturdy clicky pencils, a big eraser, a few different pencil grippers, several different kinds of scissors for little ones, and twistable crayons.  But, these are really just for fun type extras!

Sorting Resources into “Things We Need Now” and “Things We Need Later” Bins or Totes

One of the last things I do is get two canvas bins or plastic tubs.  I use one for ‘things we need now’ and the other for ‘things we need later.’ As I read through each box of my first week of LHFHG’s plans, I put each needed resource in the bin or tub for ‘things we need now.’ I put the remaining items in the bin or tub for ‘things we need later.’ Throughout the year as we finish using books or resources, I put them in the back of the ‘things we need later’ bin or tub, and I move the next books or resources we need into the ‘things we need now’ bin or tub. This way, my ‘things we need now’ bin or tub only contains what we need for each week. Another benefit is the ‘things we need now’ are always mobile! I can pick up my bin or tote and move it to any table, desk, couch, counter, work surface or area I want!  Likewise, I put many art supplies in a tool turnaround, so these are mobile too!

In Christ,
Julie