Classical Reading and Writing

Entries categorized as ‘copybooks’

HOW I DECIDE WHEN MY CHILDREN CAN WRITE THEIR NARRATIONS

March 18, 2009 · Leave a Comment

Honestly, for my daughter, I can’t remember. But for my son, I’ve learned a few things.

A couple of years ago, his sentences were structured all crazy. He also narrated in such a way that he’d miss out on some important details. Sometimes he narrated in everyday common, informal words. I knew he wasn’t ready.

Now, he narrates in a such a way that the structure of his sentences sound just right. In fact they sound very, very good. He has varied sentence beginnings and he uses words properly and formally.

Now, he has to learn to condense the story down more. I’m trying to have him summarize the beginning, the middle, and the end. Every story has a beginning, a middle, and an end. And every child can tell you what those are. And my 9 year old can tell me what those are too, but to identify what those are and to word those three parts with transitions so that they flow together, even though the details aren’t there, does take another level of skill. That’s what I’m working on with him.

My daughter is already there.

She has moved on to creating an outline from her summation. I’ll probably talk about that tomorrow.

Categories: Charlotte Mason · copybooks · curriculum · homeschool · writing

DO YOU NEED A WRITING PROGRAM TO TEACH ELEMENTARY STUDENTS TO WRITE

March 17, 2009 · Leave a Comment

Absolutely not. I didn’t believe it first, until I actually wrote Write from History.

First of all, Charlotte Mason made the program so easy. Copywork, narration, and dictation is really all that elementary students need. And you don’t need a writing curriculum to make it happen.

For copywork, select a sentence from literature that your student is reading. It can even be Frog and Toad. There are some really well written sentences in Frog and Toad. And they have months and seasons and all kinds of elements that children need to cover.

For narration, your student has to simply retell an experience that he or she has had. It doesn’t even have to be from a story. Practice first by having your child narrate his or her day. Have him narrate the adventure he had with his sister. He can even narrate a TV show. It helps him with recall, with putting his own ideas into his own words. It also helps him to practice speaking in one verb tense.

After your student has copied a sentence, try dictating it to him the next day. Or better yet, mix up the words and make a new sentence using words he already knows.

I made my Write from History books after I realized that I needed to have something organized for me that I didn’t have to think about. Plus I wanted it to be tied into our history lessons to help save us time.

But organized or not, any parent can teach an elementary student to write simply by using copywork, narration, and dictation. And it doesn’t have to follow a specific schedule or layout.

Just meet your student where he is and he’ll be fine. If your son can write two sentences, they have him write two. If he can do a paragraph easily in second grade, then have him do a paragraph. There is no magic schedule. The schedule should be set by where your student is, and with consistency he will learn to write well.

Categories: copybooks · daily survival · homeschool · writing

KISS GRAMMAR–FREE AND FANTASTIC!

December 12, 2008 · Leave a Comment

KISS Grammar It recommends teaching grammar as I suggested in Write from History. This actually comes as a surprise to me because I just found this website. The exercises are from real sentences and they are cumulative. I love this!

But he goes much further than I did or even most curricula does on the subject. He teaches children real grammar. He’s a college professor and loves the subject. This is a fantastic–FREE!–curriculum. Check it out.

Categories: Charlotte Mason · copybooks · curriculum · homeschool
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OLD COPYBOOKS VS. WRITE FROM HISTORY

December 2, 2008 · Leave a Comment

The old books–Classical Reading and Writing Copybooks–are still for sale, most of them, but I hate to link to them because they haven’t been upgraded like the new books–Write from History.

Here are the differences–

1. Write from History has a page for written summations, the copybooks don’t.
2. Write from History has 3 areas for writing the models per story, the copybooks have 4
3. Write from History has two separate models per reading selection rather than only 1. (This is because Charlotte Mason used different models for copywork and dictation. So I’m providing extra models in the appendix for those moms that follow Ms. Mason to a “T”.
4. Eventually, I will have student pages available for Write from History with different font options. (The ancients books actually are available in different fonts, right now.)
5. Write from History is cheaper because I always lower the prices during this time of year, and because it has fewer pages. The print cost at LULU increased about $4.00 per book last month.
6. The old copybooks for the beginning grammar students are still available for year 3 and year 4 in the old format. I am reworking the ancients book for the beginning grammar students right now. I’m removing the primary source documents and replacing that chapter with Aesop’s fables. More appropriate for grades 1 and 2.

The old copybooks for the upper grades are still available for year 3 in all of the fonts at the first link below. Year 4 and Year 1 for the upper grammar stage are now retitled Write from History, Level 2. The stories are all the same, but the organization, the instruction, and the grammar guide in the back are different. And those differences really make a difference. The books are more flexible and cheaper.

If anyone can’t wait for the updates and is willing to pay the 3 or 4 extra dollars for the old books, here is the link to all of my books at LULU–about 3 pages. And here is the link to the old Classical Reading and Writing site that, I believe, will still get you where you want to go.

Categories: Charlotte Mason · copybooks · curriculum · homeschool

FINALLY, I AM FINISHED, FOR NOW

July 28, 2008 · Leave a Comment

I just completed the Year 4 Modern History copybooks in the various fonts to put up on LULU for sell.  However, I have to proofread the final copies before I can do that.  And that wont be for a few weeks.  I have to first upload them and then wait for LULU to send the info back to me.  It’ll be weeks because my books are so big and new to their system.  I’ve noticed that the first order is usually the longest.

Anyway, I feel sort of dazed and cross-eyed.  I am so glad that is done.

Btw, I also did the ancient history books too.  But I only did them in ZB print for the lower grammar and print and cursive for the upper grammar.  These are the ones my kids need for school for the upcoming year, so these are the ones I did first.

Still to be done, The Fun Spanish Level 2.  I’ve started formatting, but it might take a few weeks.  We need these for school too, so I’ve got to get moving on them.

But first, I have got to catch up on laundry and clean my house and feed the kids some veggies.  All of these things have been seriously neglected over the past month.  Bad Mama! Bad Mama!

Categories: copybooks · curriculum · spanish

WHERE HAVE I BEEN?

July 18, 2008 · Leave a Comment

I have been on vacation for 2 weeks and then had my nephew here visiting with us for a week.  Around that I’ve been working on the copybooks for Ancient History.  I’m thrilled to be almost done.  Year 1 lower grammar is finished for ZB manuscript.  and Year 1 upper grammar for ZB cursive is almost done.

After I finish these two–sometime Monday, I plan to update the year 4 for modern history books and put them in the various fonts and then place them on LULU.  My kids have actually used the modern books over the last year and I am really pleased with how they’ve turned out.

Once these are done, end of next week, I have to start formatting The Fun Spanish Level 2.  The Level 2 material has been translated and only has to be cut and pasted (that doesn’t sound right, but I’m in a hurry) into the new books.  The covers for all of these are done and ready.

Also, when I have taken a break, I’ve purchased all of our supplies for next year.  I need to come up with a schedule still.

5th grader

CW Homer B and GWG 5 (I still have to purchase GWG)

TLP (co-op)

MFW Geography (Co-op)

TOG (yr 1 redesigned)

Analytical Grammar

(I know this is too much stuff.  But I wanted it all.  So here is my plan:  Do TLP, MFW with co-op and AG at home for 10 weeks.  When AG is over, do CW Homer B with GWG spliced in their rather than Harveys.  Our literature will all come from TOG.  We’ll do TOG lite.  We’ll do TOG rather than Bible study, so I think it will work.  But if necessary, I’ll drop stuff–probably CW Homer.  Actually, I think my dd10 can handle it because she has already read the first semesters books for TOG and the TLP books covered at co-op.  So she’s already ahead.  Basically, she reads a book or more a day–an oddity in our family. :)   MFW Geography seems really lite, especially since it will be at a co-op.)

Lof Fred Decimals followed by

Dolciani pre-algebra for the remainder of the year

Latin Prep with the workbooks

Fun Spanish Level 2 (once I finish it)

Apologia Zoology (coop)

Piano lessons weekly

Drama coop

Art lessons weekly

3rd grader

Same as his sisters, but replace CW Homer with WT 2.  If it’s too much I’ll drop it as well as TOG ancients.  I dont require as much from him.

Rather Latin Prep, he’ll be doing Lively Latin.

1st grader

Various Readers

Shiller Math

Copywork

Writing with Ease (When he is ready using our copybooks for models.)

Geography pop up book

Punctuation pup up book

3 yo (Various assortment of mess prone projects.  He loves messes.)

Categories: copybooks · curriculum · homeschool · spanish

I AM SOOOO BUSY :(

May 14, 2008 · Leave a Comment

I’m trying to write The Fun Spanish Level 2. My father-in-law will once again do all of the translations for me. It’s much easier with him, a native of Cuba, doing that for me than me trying to do it on my own. The hard part of writing level 2 is trying to keep the grammar tight while at the same time preparing kids for reading in Spanish.

Basically, I’m trying to cover the past tense of the most frequently used irregular verbs–those that don’t follow a pattern. I’m also trying to cover direct and indirect object pronouns because those are frequent in children’s books and in everyday life.

This book is going to be laid out a little different than The Fun Spanish level 1 because only three days will have sentences to copy and illustrate. But there will be longer and more complex sentences to copy. On day four and five there will be memory work and reviewing. It should go well. :)

I started writing The Fun Spanish when my dd expressed a desire to be able to read in Spanish. I purchased a bunch of curriculum, but while many of them were quite good, very few of them focused on reading and writing in Spanish. By this I mean, they didn’t cover the past tense.

Now I know the important thing to learning a foreign language is the ability to hear and understand the separate words. But if you can’t understand the verbs in the past tense then you can’t read most children’s books. And if you can’t read in the target language then it’s even harder to acquire new vocabulary in the target language.

So The Fun Spanish books give children a background in the high frequency words and try to equip them to read and write in Spanish leading to more independent learning.

Eventually, my dh who is also a native speaker will make audio CD’s to accompany the books. But this will probably be a long time coming. He is just too busy working now.

Categories: copybooks · curriculum · homeschool · spanish

THE LOVE OF A 2.75 YEAR OLD BOY

February 6, 2008 · 1 Comment

He gingerly climbed into my lap until he stood with one foot on each of my legs.  Then he looked down into my eyes with his short little arms wrapped around my head.  This little fellow loves me was all I could think.  Then he took one of his chubby little fingers and rubbed my cheek.  I closed my eyes just for a minute to remember this moment and thank God for this little bundle of curly headed joy in my life.

Just as I opened my eyes–BAM!  As I was thanking God for him, he curled up his little fist and punched me right in the nose.

Thank God for my little stinker.

Categories: copybooks · curriculum · daily survival · homeschool

WHY COPYWORK IS BENEFICIAL

February 6, 2008 · Leave a Comment

Anna Dickinson was the first paid female orator in this country. She was the first female to address the United States Congress. While in school, she worked as a copyist–before the times of copy machines. Because her penmanship was neat, she was given a job at a law office copying their legal documents for them. In addition, she was an avid reader and a gifted student. But there is no doubt that she copied legal documents for many hours of her young life.

Here is a little of her story taken from

Ten American Girls From History, by
Kate Dickinson Sweetser (public domain)

A very well-known lawyer of Philadelphia was sitting in his private office one morning when word was brought in to him that a young lady wished to see him. The office-boy had never seen her before, and she had not given her name, but she was very firm in her intention not to be refused an interview.

“Show her in,” said the lawyer, pushing back his chair with a bored expression and a resolution to send the stranger away at short notice if she was not a client. What was his surprise when a very young girl, still wearing short dresses, was ushered in, and stood before him with such an earnest expression in her bright eyes that she instantly attracted him. Motioning her to take a seat, he asked her errand.

“I wish some copying to do,” was the reply, in such a musical voice that the lawyer became still more interested.

“Do you intend to do it yourself?” he asked.

She bowed assent. “Yes,” she said. “We are in need of money and I must help. I write a clear hand.”

So pleased was he with her manner and her quiet words, “We are in need of money and I must help,” as well as touched by her self-reliance at an age when girls are generally amusing themselves, that he gave her some copying which he had intended to have done in the office. With a grateful glance from her brilliant dark eyes, she thanked him, and, promising to bring the work back as soon as possible, she left the office.

As the door closed behind her the lawyer opened a drawer and took from it a little faded photograph of a young girl with dark eyes and curly hair, looked at it long and sadly, then replaced it in the drawer and went on with his work.

On the following day, when the office-boy announced “the young lady with the copying,” she was summoned to his office at once and given a hearty hand-clasp.

“I am glad to see you again,” the lawyer said. “I had a daughter you remind me of strongly. She died when she was twelve years old. Be seated, please, and tell me a little about yourself. You are very young to be doing such work as this. Is your father living, and why are you not in school?”

Compelled by his kindly interest, the young girl talked as freely with him as if he were an old friend. Her name, she said, was Anna Elizabeth Dickinson, and she was born in Philadelphia, thirteen years before, on the 28th of October. Her father, John Dickinson, and her mother, who had been Mary Edmundson before her marriage, were both persons who were interested in the vital questions of the day, and Anna had been brought up in an atmosphere of refinement and of high principles. All this her new friend learned by a series of friendly questions, and Anna, having begun her story, continued with a degree of frankness which was little less than surprising, after so short an acquaintance. Her father had been a merchant, and had died when she was two years old, leaving practically no income for the mother to live on and bring up her five children. Both mother and father were Quakers, she said, and she was evidently very proud of her father, for her eyes flashed as she said: “He was a wonderful man! Of course, I can’t remember it, but mother has told me that the last night of his life, when he was very sick, he went to an anti-slavery meeting and made a remarkably fine speech. Yes, father was wonderful.”

“And your mother?” queried her new friend.

Tears dimmed the young girl’s eyes. “There aren’t any words to express mother,” she said. “That is why I am trying to work at night, or at least part of the reason,” she added, with frank honesty. “We take boarders and mother teaches in a private school, too, but even that doesn’t give enough money for six of us to live on, and she is so pale and tired all the time.” She added, with a toss of her curly head: “And I must have money to buy books, too, but helping mother is more important.”

Entirely absorbed in her own narrative now, she continued to pour out a flood of facts with such an eloquence and persuasive use of words that her hearer was lost in amazement over a young girl who was so fluent in her use of language. From her frank tale he gathered that she had been a wayward, wilful, intense, and very imaginative child, who, despite her evident devotion to her mother, had probably given her many hours of worry and unhappiness. It was evident also that as a younger child she had been considered an incorrigible pupil at school, for she seemed to have always rebelled against discipline which she thought unnecessary.

“They could punish me all they liked,” she said, with flashing eyes. “I would never obey a rule that had not been explained to me and that wasn’t fair—never! Teachers and mothers were always telling good little girls not to play with me, and I was glad! Girls the teachers call ‘good’ sometimes are not that at all; they just know how to hide things from the teachers.” As her hearer made no comment, but listened with an amused smile curving his lips, Anna continued: “I adore books, but, oh, how I hate school, when the rich girls laugh at my clothes and then at me if I tell them that my mother is poor and we work for all we have! It isn’t fair, because we can’t help it, and we do the best we can. I never would say it to them in the world—never! In the first school I went to they used to tease the children who were timid, and bother them so much that they would forget their lessons and get punished when it was not their fault. But I looked after them,” declared Anna, proudly. “I fought their battles for them, until the others left them alone, because they were afraid to fight me, I was so strong. Oh, sir,” she cried, “why can’t people always be fair and square, I wonder?”

As if mesmerized by the intensity of this remarkable young reformer, the lawyer found himself repeating, “I wonder!” as if he had no opinions on the subject, but at the same time he was doing some thinking in regard to such a unique character as this one before him. When she had finished speaking he rose and put a bundle of work in her hand. “I will help you and your brave mother all I can,” he said. “While you are doing that copying I will speak to other lawyers, who, I am sure, will give you more to do. I have looked over what you have done, and can warmly recommend you as a copyist. I hope we shall have many more long talks together.”

So with her package under her arm, and a warm feeling of satisfaction in her heart because she had found a new friend who said she could do good work, she hurried home.

Almost from baby days it had been evident that Anna Dickinson was no ordinary child, and how to curb the restless spirit and develop the strong nature into a fine woman was a great problem for the already over-burdened mother. Even as a young child Anna had an iron will, and discipline, of which she later learned the value, so chafed her independent nature that she was generally in a state of rebellion. From her own story it was clear that she must have been a terror to unjust teachers or pupils; but she did not mention the many devoted friends she had gained by her championship of those who were not being treated fairly according to her ideas. Hers was a strong, talented, courageous, fearless nature, which was bound to be a great power for good or evil. The scales were turned in the right direction by her passionate love for her mother and an intense desire to lift some of the burden of financial worry from her shoulders, as she saw Mrs. Dickinson, with tireless industry, struggle to make ends meet, and to feed, clothe, and educate her fatherless children. Her one determination was to have them grow up into noble men and women, but in Anna’s early life it seemed as if the tumultuous nature would never be brought to any degree of poise and self-control. She showed a marked love of books, even when she was only seven years old, and would take one of her mother’s volumes of Byron’s poems and, hiding under a bed, where she would not be disturbed, read for hours.

When she was about twelve years old Anna went to the “Westover Boarding-school of Friends,” where she remained for almost two years, and from which she went to the “Friends’ Select School” in Philadelphia, where she was still studying when she applied for copying and found a new friend. Both of the schools were free Quaker schools, as her mother could not afford to send her elsewhere, and in both she stood high for scholarship, if not for deportment. In the latter institution she was noted for never failing in a recitation, although she was taking twelve subjects at one time, and was naturally looked upon with awe and admiration by less brilliant pupils. A new scholar once questioned her as to her routine of work, and the reply left her questioner speechless with wonder.

“Oh, I haven’t any,” said Anna, with a toss of her curly head. “And I don’t study. I just go to bed and read, sometimes till one o’clock in the morning—poetry, novels, and all sorts of things; then just before I go to sleep I look my lessons over.” Evidently the new-comer was a bit doubtful of being able to follow her leader, for Anna added, reassuringly: “Oh yes, you can, if you try. It’s easy when you get the habit!” and went off, leaving a much-amazed girl behind her.

At the time of her visit to the lawyer’s office Anna begged to be allowed to leave school to try and add to the family income, but her practical mother persuaded her not to do this for at least a year or so, and, seeing the wisdom of the advice, Anna remained in the “Friends’ School.” So active was her mind that for weeks at a time she did not sleep over five hours a night; the remaining time she spent in doing all the copying she could get and in reading every book on which she could lay her hands. Newspapers, speeches, tracts, history, biography, poetry, novels and fairy-tales—she devoured them all with eager interest. A favorite afternoon pastime of hers was to go to the Anti-Slavery Office, where, curled up in a cozy corner, she would read their literature or listen to arguments on the subject presented by persons who came and went. At other times she would be seized with a perfect passion for a new book, and would go out into the streets, determined not to return home until she had earned enough to buy the coveted prize. At such a time she would run errands or carry bundles or bags for passengers coming from trains until she had enough money for her book. Then she would hurry to a bookstore, linger long and lovingly over the piles of volumes, and finally buy one, which she would take home and devour, then take it to a second-hand bookshop and sell it for a fraction of what it cost, and get another.

Among her other delights were good lectures, and she eagerly watched the papers to find out when George William Curtis, Wendell Phillips, or Henry Ward Beecher was going to lecture in the city; then she would start out on a campaign to earn the price of a ticket for the lecture.

One day when she had read much about Wendell Phillips, but never heard him, she saw that he was to lecture in Philadelphia on “The Lost Arts.” It happened that there was no copying for her to do at that time, and she had no idea how to earn the twenty-five cents which would give her the coveted admittance; but go to the lecture she must. As she walked past a handsome residence she noticed that coal had just been put in and the sidewalk left very grimy. Boldly ringing the bell, she asked if she might scrub the walk, and as a result of her exertion a triumphant young girl was the first person to present herself at the hall that night, and quite the most thrilled listener among the throng that packed the house to hear Wendell Phillips. Although her career was so soon to find her out, little did Anna dream on that night, as she listened spellbound to the orator of the occasion, that not far in the future many of that audience were to be applauding a young girl with dark eyes, curly hair, and such force of character and personal magnetism that she was to sway her audiences even to a greater extent than the man to whom she was listening.

When she was seventeen Anna left school for good, feeling that she could not afford to give any more time to study while her mother needed so many comforts and necessities which money could buy. So she left the “Friends’ Select School,” and in her unselfish reason for this, and the fact that she was forced to support herself and others at such an early age, when she longed for a more thorough education, lies an appeal for kindly criticism of her work rather than a verdict of superficiality, which some gave who did not understand or appreciate the nature, the inspiration, or the real genius of the young and enthusiastic girl.

She was offered a position as teacher in a school in New Brighton, Beaver County, and accepting it she spent a few months there, but as she did not like it she applied for a district-school position that was vacant in the same town. When she had made all but the final arrangements with the committee she asked, “What salary do you give?”

A committeeman replied: “A man has had the position until now. We gave him twenty-eight dollars a month, but we should not think of giving a girl more than sixteen.” Something in his manner and words stung Anna like a lash, and, drawing herself up to her full height, she turned to leave the room.

“Sir,” she said, “though I am too poor to-day to buy a pair of cotton gloves, I would rather go in rags than degrade my womanhood by accepting anything at your hands!” And off she went, to try her fate in some other place and way, absolutely sure that in some unknown manner she was to wrest success from the future. Young, inexperienced, penniless, and with few friends, she passed weeks looking for a situation in vain. At last she was offered work in a store, but when she found that she must tell what was not true about goods to customers rather than lose a sale, she put on her hat and left at once, and again began her weary quest of work. Everywhere she found that, if she had been a boy, she could have secured better positions and pay than she could as a girl. Also in her wide range of reading she discovered that many of the advantages of life and all of the opportunities, at that time, were given to men rather than to women. Her independent nature was filled with determination to do something to alter this, if she ever had a chance. It came sooner than she would have dared to hope.

One Sunday she was sitting at home, reading a newspaper, when she saw a notice of a meeting to be held that afternoon in a certain hall by the “Association of Progressive Friends,” to discuss “Woman’s Rights and Wrongs.” She would go. Having decided this, she went to the home of a young friend and persuaded her to go, too, and together they walked to the hall and were soon deeply engrossed in the arguments [Pg 279] presented by the speakers. The presiding officer of the afternoon was a Doctor Longshore, who announced before the meeting began that at the close of the formal discussion ladies were requested to speak, as the subject was one in which they were especially interested.

“One after another, women rose and gave their views on the question. Then, near the center of the house a girl arose whose youthful face, black curls, and bright eyes, as well as her musical voice and subdued but impressive manner, commanded the attention of the audience. She spoke twice as long as each speaker was allowed, and right to the point, sending a thrill of interest through her listeners, who remembered that speech for many a long day. At the close of the meeting more than one in the audience came forward and spoke to the beaming girl, thanking her for her brilliant defense of her sex, and asking her to surely come to the meeting on the following Sunday.” Flushed with triumph and excitement, she received the praise and congratulations and promised to be present the next week. When the time came she again rose and spoke in glowing language of the rights and privileges which should be given to women as well as to men. As soon as she sat down a tall, nervous man, with an air of proud assurance that the world was made for his sex, rose and spoke firmly against Anna’s arguments, voicing his belief that men were by right the lords and masters of creation. While he spoke he fixed his eyes on Anna, as if enchanted by the sight of her rapidly crimsoning cheeks and flashing eyes, which showed emotions at white heat. The moment he finished she stood again, and this time, young and inexperienced though she was, with little education and less knowledge of the great world, she held her audience spellbound by the clear ideas which she poured out in almost flawless English, and by her air of conviction which carried belief in her arguments with it. She spoke clearly, steadily, [Pg 280] as she summed up all the wrongs she had been obliged to suffer through a struggling girlhood, as well as all she had seen and read about and felt in her soul to be true, although she had no tangible proofs. On flowed the tide of her oratory in such an outburst of real feeling that her hearers were electrified, amazed, by the rare magnetism of this young and unknown girl. As she spoke she drew nearer to the man, whose eyes refused now to meet her keen dark ones, and who seemed deeply confused as she scored point after point in defense, saying, “You, sir! said so and so,” … with each statement sweeping away his arguments one by one until he had no ground left to stand on. When her last word had been said and she took her seat amid a storm of applause, he swiftly and silently rose and left the hall, to the great amusement of the audience, whose sympathies were entirely with the young girl who had stated her case so brilliantly.

Categories: copybooks · homeschool

FOR THE CHRISTMAS HOLIDAYS, I’VE BEEN WORKING ON CLASSICAL WRITING HOMER

December 27, 2007 · 3 Comments

I’m trying to make it work. I didn’t want to buy another writing curriculum, and I was very close to doing just that. I just couldn’t handle flipping three books with 4 kids. I know some people have 2 or 3 times the number of children that I do, but I think my last 2 are really the equivalent of about 5. So as far as work goes, I actually have 7. :)

Here is how CW Homer is structured. Level A has 20 weeks that cover the skills up through Skill Level 5. The curriculum is structured such that: Day 1 covers literary analysis, Day 2 covers words, Day 3 covers sentences, and day 4 covers paragraphs. Every 3 weeks or so, students progress from one skill level to the next. Within each skill level there are suggested lessons to teach the material for that skill level. I used these lesson suggestions to guide me (sometimes I changed them) as to what to cover for each day.

Basically, I used the core manual. Everything needed is in the core. On the TWTM message boards, I’ve read that to use Homer effectively, one must read the core manual in depth. For me that wasn’t enough. I had to outline each days level of work to see what the goals were for each skill level. Also, where Harvey’s Elementary Grammar was used, I used GWG. I didn’t match them exactly, but I used GWG where I could to teach the concept being introduced. After the initial introduction, I just relied on the word and sentence exercises (days 2 and 3–I skipped the paragraph lessons for day 4) to reinforce the concept.

The material in Homer is excellent. I think it has been well worth my time to work on it for my daughter. The end result was writing models taken from my copybooks, which means they’re history related, followed by all of the necessary tables, grammar lessons, and worksheets needed for diagramming and doing the six sentence shuffle ( a beautiful writing exercise). For the most part, my dd has a workbook that is more easily used independently. I know she’ll still need help, but now, at least, I don’t need help. And the greatest plus, me thinks, is that the material is just not that hard. I had to really study by outlining and taking notes what the educational goals were for each lesson. With that done, I could tailor the lesson for my easily frustrated daughter. I worked her in gradually to the 6 sentence shuffle. I have her doing less work, but in the end she’ll be covering the same material in a much more gentle method with much less frustration and more independence.

I finished up through skill level 4. This means that I have to add 4 or so more lessons to the end of the year. I’ll complete these at Spring Break. And over the summer, I’ll be going through the same process for CW Homer B to take us from Skill Level 6 to Skill Level 10. I’ve fallen in love with the curriculum. I just had to F O R C E it to work for us.

Categories: copybooks · curriculum · homeschool