-by Mimi Rothschild

Most households have a digital camera nowadays, in our phones if nowhere else. We don’t have to worry about wasting film, having pictures developed, or any of the other complexities of traditional cameras. So let’s make best use of these handy tools for homeschool learning!

• Take cameras with you on nature walks and city strolls. Take photos of architectural details, interesting signs, or insects and make books and displays.
• Take pictures of cloud formations each day and post them along a wall, in your family blog, or in a notebook. Add the daily weather report or temperature, if your students are old enough. Sort them by types of clouds or by the weather that went with them, and bring them into your science lesson.
• Take pictures of the meals you cook together and use them to make a family cookbook, whether digital or paper. This can give kids great practice with writing and math (measuring ingredients, writing out the recipes, etc.) and the final product can be a very special gift for Mother’s Day or Christmas.
• Take step-by-step pictures showing a process you’re studying, whether it be tying shoes or planting a garden. Write out captions that explain the process.
• Go in search of letters, and photograph all 26 of them for a special alphabet book. You could also photograph things that begin with each letter sound, to go with the letter photos.
• Photograph different times of day at your house for studying daily schedules and time. For example, have a picture of the family getting ready in the morning, one of the kids studying, another of Dad coming home from work, and one of the family at dinner. Print out photos and let your little ones put the pictures in order for sequencing practice. Then let kids match them with clock faces showing the usual times for these activities.
• Take pictures of big art projects or special hands-on activities like plays and science experiments. Keep the photos in paper or digital albums and don’t worry about saving (and storing!) the big projects themselves.
• Make photo stories. Use action figures or dolls to act out historical events or stories from the Bible, snapping a photo of each tableau you set up. Put them together with paragraphs explaining the events.
• Make photo maps. Plan the map of a state, town, historical landmark, or perhaps of a place you plan to visit on vacation. Decide what kinds of images you need to illustrate the map. Take the planned pictures, shrink them down, and add them to your map. If you have the technical skills (or your students do) you can do this with Google Earth for a really fancy digital map.
• Take photos of your family every 30 minutes, and analyze the photos to determine how you’re using your time. Such pictures can not only reveal areas of stewardship of time that you might want to rethink, but also can show habits you might like to change. Are the kids snacking in most pictures? Are there signs of squabbling or inattention? This activity can lead to useful heart searching.

These are just ten of the ways you can use your camera to liven up lessons. Once you start, many more will occur to you. I suggest joining (free) www.gloryLane.com where you can create a personal family profile and upload your photos to share with other members of this Online Christian Community.

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Mimi Rothschild is the Founder of LearningByGrace.org the nation’s leading provider of online PreK-12 online Christian educational programs for homeschoolers.

-by Mimi Rothschild

In today’s life, we spend much of our time in age-segregated situations. Public school is one of the worst examples: not only do kids spend most of the day with people of exactly their own age, but often they are restricted from interacting with kids even just a year or two older. Even in our churches, we may divide the children into grades, have Sunday School classes for kids and adults broken down by age, and separate the old from the young for fellowship times as well. Many families live far from older relatives, and older people may choose to live in retirement communities rather than among noisy young families. Many of today’s kids are uncomfortable with elderly people, because they rarely spend time with them.

Is this God’s intention? Leviticus 19:32 tells us, “Rise in the presence of the aged, show respect for the elderly and revere your God.” That doesn’t suggest that we should avoid our elders. Proverbs 16:31 says, “Gray hair is a crown of glory. It is attained by a life of righteousness.” Job 12:12 teaches us that “Wisdom is with aged men; with long life is understanding.” These verses show that respect for the elderly is not only commanded by God, but deserved.

Still, the general separation of ages that we see in our country today can make it more difficult to help our children get accustomed to interacting with older people. One of the great things about homeschooling (and one of the things we can point out to those who fear that homeschooled kids don’t get “socialized” properly) is that our students often have more interaction with younger children and with adults. Other people may remark on how poised our kids are when they’re with adults, and how tender they are with their younger siblings. Let’s make the extra effort involved in bringing our children into contact with the older generation, too.

• If grandparents or great-grandparents don’t live nearby, give your kids the chance to learn the dying art of letter writing by building a letter to the grandparents into your weekly curriculum. A letter telling about what they’ve learned gives kids a great review opportunity, and the grandparents will enjoy it, too. You may also know some individual in your community who’d like to be your family’s courtesy grandparents, or “adopted” grandparent. Ask your pastor if there are any older members of the church who are isolated or far from their relatives.
• Visit a nursing home or retirement community. These facilities often have lots of visitors at Christmas, but not at other times of year. A young person who will read to, sing to, play chess with, or visit with residents can brighten their day. Be sure to call and discuss your plans with the administration first, and to check in at the nurses’ station or front desk when you arrive. Many such homes are strict about visitors and security, so your students will most enjoy their visit if it’s prearranged and they don’t face the risk of being challenged by staff.
• Arrange a skill swap with older people in your neighborhood. Many elderly people aren’t confident with computers, and would be pleased to have your teen come show them how to put their documents into digital folders, or to attach pictures to emails. In turn, your young people could learn to knit, to whittle, or to play an old-time game.

It may seem odd at first to set up opportunities for your kids to meet and spend time with their elders, but if those chances don’t come up naturally in their lives, it’s worth arranging. With practice, your students will become comfortable with the elderly and be able to learn from their wisdom.

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Mimi Rothschild is the Founder of LearningByGrace.org the nation’s leading provider of online PreK-12 online Christian educational programs for homeschoolers.

-by Mimi Rothschild

Valentine’s Day is a light-hearted holiday, a time for thinking about the people we love. Bring some hearty fun into your homeschool lessons with these ideas:

• Take leftover candy canes from Christmas (don’t we all have a few squirreled away still?) and make easy heart candies. Put parchment paper or foil onto a cookie sheet. Lay the candy canes in pairs with the curved hooks at the top and both ends touching to form hearts. Bake them in a 200 degree oven for about five minutes, just till they melt together. Let them cool before removing from the parchment paper or foil.
• Fold construction paper in half and cut hearts, discussing basic shapes or symmetry while you do so. Cut lots in different sizes, and lay them out on paper to form bodies, heads, hands, feet, and other parts of people or animals. Draw in details for your heart creatures.
• Study heart health. Learn about heart rates, heart-healthy foods, and how the heart works. Older students can check the details on the rates of heart disease in our nation, combining math and science in a sobering lesson. Move on to plan healthy meals for the family, and an exercise plan with the recommended amount of cardiovascular exercise for the week.
• Send valentines to friends and family, using the lesson as an opportunity to practice handwriting, letter writing, or poetry, depending on the ages of your students. Free ecards are an environmentally responsible possibility, but real physical mail is getting so rare that sending a card in an envelope can be an exciting event for the recipient.

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Mimi Rothschild is the Founder of LearningByGrace.org the nation’s leading provider of online PreK-12 online Christian educational programs for homeschoolers.

-by Mimi Rothschild

So many homeschool families have small family businesses which make it possible for one or both parents to devote plenty of time to homeschooling. We hear about families cheerily practicing math skills by working on small business accounting, gaining practical skills for their futures by working in the family business, or studying happily alongside the home working parents.

But we also hear about children working in the fields instead of studying, being kept out of school to babysit younger siblings while parents work, and being limited in their learning as the needs of the family business take precedence over the needs of the students.

We also hear about moms trying to earn from home and homeschool at the same time, ending up exhausted and unsatisfied with their accomplishments in either area.

Is it possible to combine homeschooling and a family business? Here are some strategies that help:
• Structure your learning – or at least some of it. We have friends who have a family band. Their kids not only perform in the band and learn business skills by assisting with management tasks, they also get to travel all over the country. We know these are valuable, educational experiences. But the kids spend their mornings working with very structured study materials. They make sure to get the basics covered, and then they benefit from the unstructured learning that is their life with the family band. You might choose to have the kids work on simple accounting or inventory tasks during math time, write business letters during writing, or help work out a marketing plan as part of a business skills class, but then make sure that all the other subjects are covered, too.
• Get feedback from the kids. Many kids are excited by the opportunity to take part in a family business, and to do tasks which they know are important and contribute to the family’s welfare. But few kids will really enjoy – or learn much from – hours of filing or packing up orders. While all students have to do some tasks they don’t enjoy, pay extra attention to feedback on work-related tasks to be sure you’re not letting the needs of the business come before the needs of the kids.
• Get help. Running a business takes a lot of work, and it may be necessary to delegate some tasks. Whether that means getting more help with homeschooling or with the business, be realistic about how much help you need. Work with the kids to set up a realistic schedule of times when you’ll work alongside them – you on the business and them on their schoolwork, when you’ll work together on business-related learning opportunities, and when you’ll work together on schoolwork and set the business aside. If all the tasks you need to do won’t fit into that schedule, then it’s time to delegate.

With caution, a family business can be a wonderful learning experience, a good way to increase funds for homeschool costs, and a chance for one or both parents to be available for homeschooling.

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Mimi Rothschild is the Founder of LearningByGrace.org the nation’s leading provider of online PreK-12 online Christian educational programs for homeschoolers.

-by Mimi Rothschild
Sometimes we homeschoolers are so quick to defend our choice that we dismiss some real concerns. One of those is loneliness.

Schoolchildren can face some terrible problems with bullying, inappropriate relationships, or peer pressure, but the child who studies at home alone may truly face loneliness. Even if there are other
children in the neighborhood, they may be closer to one another from spending time together in school, and it can be hard for the homeschooled neighbor to join in and feel like a full part of the group.

Those of us with large families may find it hard to imagine that our children could be lonely. Still, the older sibling who helps care for younger children may not feel that the little ones are friends as
much as chores, however beloved. The young child with plenty of older siblings may not have a playmate who likes the “baby games” that are age-appropriate.

Both of these challenges can be met with homeschool groups and associations, church friendships, and community groups. Yet some parents, determined to make sure that their children don’t lack for peer group interaction, set aside their own needs so much that they end up lonely themselves. A parent who stays at home to teach the children can feel isolated. Mothers of infants often feel
starved of adult companionship, but once their children are older, they return to work or community
service and find themselves making new friends. Homeschool moms, lacking the PTA or the professional organization, can find that this isolation stretches out for many more years.

Some things to think about on this subject:

• Don’t expect loneliness. Sometimes we rush to fill our children’s time with structured
activities, when they actually would enjoy time on their own, or benefit from the opportunity to learn
to entertain themselves. Many of us have found that we have gained spiritual insights and growth from time on our own, and it can encourage creativity as well. If your children feel lonely, address it, but don’t go overboard on preventive measures.
• Don’t be afraid of loneliness. Our life experience as adults tells us that there are times in our lives when we have many friends, and times when we have few.  Studying the lives of the people in the Bible shows us that God blesses people in groups and on their own. We even know that we can be in the midst of a group of people and still feel loneliness. Loneliness can be what God has planned for us at
some times in our lives.
• Don’t ignore loneliness. If loneliness is a problem for your child, or for you, talk about ways
to arrange more opportunities to be in fellowship with other people. Joining groups can be a solution.
So can inviting friends to visit, developing online friendships, or spending time in service to others.
Homeschool parents especially need to be sure not to neglect their spouses. Caring for children can
become so completely the focus of your household that your marriage takes a back seat to homeschooling, and that can easily lead to feelings of loneliness. Whether this is a time in your life – or your child’s life – when God has a plan for you that involves something you can learn from loneliness, or those feelings of loneliness are telling you to step out of your home and serve others or enjoy fellowship with others, pray for God’s guidance and follow His direction. Deuteronomy 31:8 reminds us, “And the Lord, He it is that doth go before thee; He will be with thee, He will not fail thee, neither forsake thee: fear not, neither be dismayed.”

-by Mimi Rothschild

Incorporating what is happening in politics today into your homeschool lessons is a critical part of developing well-rounded, balanced students who are armed to face the world as they grow older. There is no better time to do so than now, with another presidential race in progress right before our eyes.

But what is the best way to draw your children in, and make it interesting? How do we instill in them the importance and gravity of selecting a leader for our country? It can be difficult, particularly with the media bias. It is quite evident that most national news networks favor liberal parties in their reporting. So the responsibility to provide your children with a true idea of what is happening in our country lies with you. Talk to them about the presidential race, and the candidates who are running. Explain to them, on their level, the difference in the views of each party, and what they both stand for. Encourage your children to ask questions, and take part in discussions about politics. Depending on their age, ask them to define what they believe to be the most important topics that our future president (and other political leaders) should stand behind.

Discussing current politics is also a great way to tie back into the subject of U.S. History, and remind your students of how this country was founded on freedom and democracy, and most importantly, Christian principles.

Relay to them the importance of voting, when they come of age, and how critical it is that we all have a say in who leads this country. Every vote really does count, so make that clear to them at a young age. And don’t forget to make it fun. If you have two or more students, organize mock political debates so they have the opportunity to think critically and articulate. (Not to mention, this will also help with public speaking skills.)

Discussing the topic of government and politics is also a wonderful way to remind children of the importance of praying for our country, and its leaders, so be sure to include this in your devotional as well. If you make a point to work at incorporating current events into your daily lessons, your children are sure to benefit on many levels in the future. And so will our country. God bless America!

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Mimi Rothschild is the Founder of Learning By Grace, Inc. the nation’s leading provider of online PreK-12 online Christian educational programs for homeschoolers.

-by Mimi Rothschild

As autumn comes on, we love to get outdoors into the crisp fall air! You don’t have to choose between study and fresh air when you take some learning scavenger hunts to support your studies.

Just give your students paper and writing implements, maybe a digital camera or a sketch book, and a list of things to hunt for. Have a great walk, and come home with a lot of teaching points for the rest of the day.

Signs of Fall
• Birds flying south for the winter – monarch butterflies, too.
• Color in the leaves of trees and shrubs.
• Seed pods on the ground, sticking to your socks, and floating in the air (collect them and make a lapbook or labeled display).
• Chipmunks chattering.
• Ripening fruits: grapes, pumpkins, apples, more.
• Blooming flowers: Michaelmas daisies, chrysanthemum, and bittersweet.
• Cooler temperatures at night.
• Morning mists.
• Pine cones fallen on the ground, along with some nibbled acorns and nuts.
• Yellowjackets getting busy.

Architecture Walk
• A-frame
• Arch
• Casement window (a window that opens by swinging out, not sliding up)
• Columns
• Dutch door (a door divided in half, so the halves open separately)
• Eaves
• Gables
• Keystone
• Mullions (the vertical piece between windows)
• Oriel (a box-like window that sticks out from the wall)
• Shutters

Alphabet Walk
• Try to find an example of every letter before getting home.
• Decide whether you’ll include “accidental letters” – the half-circle gate that looks like a C or the O-shaped manhole cover.

You can take scavenger hunt walks at any time of year, but the fall is a particularly nice time to do it.

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Mimi Rothschild is the Founder of Learning By Grace, Inc. the nation’s leading provider of online PreK-12 online Christian educational programs for homeschoolers.

By Mimi Rothschild

Are you looking to increase your homeschool child’s level of reading comprehension?  If you are then read the first part of this informative article about activating prior knowledge. 

What Is It?

Call it schema, relevant background knowledge, prior knowledge, or just plain experience, when students make connections to the text they are reading, their comprehension increases. Good readers constantly try to make sense out of what they read by seeing how it fits with what they already know. When we help students make those connections before, during, and after they read, we are teaching them a critical comprehension strategy that the best readers use almost unconsciously.

Ellin Oliver Keene and Susan Zimmerman in Mosaic of Thought (1997), have identified three main types of connections students make as they read:

• Text to self

• Text to world

• Text to text

Why Is It Important?

Explicitly teaching strategies that proficient readers use when trying to make sense out of text helps to deepen understanding and create independent readers. Activating prior knowledge, or schema, is the first of seven strategies that Keene and Zimmerman identify as key for reading comprehension success.

“Teaching children which thinking strategies are used by proficient readers and helping them use those strategies independently creates the core of teaching reading.” (Keene and Zimmerman, 1997)

These strategies, identified through research based on what good readers do when they are reading, help students become metacognitive. They learn to think about their thinking as they are reading.

When students learn to make connections from their experience to the text they are currently reading, they have a foundation, or scaffolding, upon which they can place new facts, ideas, and concepts. As good readers read, they think about what they are reading and consider how it fits with what they already know. In this way, they build upon the schema that they already have developed.

When Should It Be Taught?

This comprehension strategy should be taught on an ongoing basis so that students learn independently to use it as they are reading. It should be taught explicitly and systematically over an extended period of time, moving from modeling the thinking process out loud by the teacher, to students using the strategy as a natural part of their comprehension process.

Prior knowledge should be discussed before reading the text to help set the stage for what is coming. During reading, students should be encouraged to make connections to the text from their experience and the teacher should model this process using his or her own connections. After reading, the discussion should center on how the connections helped students to better understand the text and how the text helped them to build their foundation of prior knowledge.

What Does It Look Like?

At the early stages of teaching students the strategy of making connections to their prior knowledge, the teacher models “thinking aloud.” The teacher reads a text to the class and talks through his or her thinking process in order to show students how to think about their thinking as they are reading. Slowly, after students have seen and heard the teacher using the strategy, they are given the opportunity to share their experiences and thinking. Finally, students make connections to texts independently. Teachers can check in periodically to have students articulate their thinking, in order to track progress, spot difficulties, and intervene individually or conduct a mini-lesson to reteach or move students forward.

As students are activating their prior knowledge and making connections, they use graphic organizers, such as a concept map, a flow chart, or a , to help map their thinking. Often students keep reflection or response journals where they record thoughts, feelings, insights, and questions about what they read. Students, in large and small groups, discuss and write about the connections they are making to texts. (For examples of these and other graphic organizers, click the link.)

By Mimi Rothschild

Here is part two of the visualizing article I posted yesterday.  Let me know what you think!  Have you tried a visualizing strategy before with your children?  Did it work?  If it didn’t then what has worked for your child’s reading comprehension?

Taking Visualizing to the Next Level

Visualization activities lend themselves to follow-up lessons. For example, the few sentences suggested in the “Starting Small” activity lead the way for deeper discussions about making inferences. Students can discuss not only what they visualize when they hear or read given text but also the questions that the text suggests, such as, “Why do you think Joan received all of these gifts?” or “What do you think Joan will do next?” You can take this particular discussion further by allowing students to personalize the experience by answering questions such as, “What would you do if you were Joan?” or “How would you feel if you were in Joan’s place?”

When Can You Use It?

Reading

Students can sharpen their visualizing skills as they read independently, participate in small group reading activities, or listen to a text. To encourage visualizing, turn out the lights and ask students to close their eyes as they listen. Pause frequently to allow students to share their images and mental pictures with the class. The ability to generate visual images from texts becomes increasingly important as students move from richly illustrated storybooks into “chapter books” with relatively few pictures. Ease the transition by explaining that skillful writers use descriptive language designed to generate imagery in their readers’ imaginations. Encourage students to create their own mental images, thereby illustrating the books themselves-filling in the pictures that the author paints using only words.

Writing

Text that is easy to visualize is often filled with vivid descriptions or strong verbs. Watch for sentences or paragraphs in students’ writing that lend themselves to practice with visualization. With students’ permission, share these examples with the class, encouraging discussion not only of the images created by the text but about why the chosen text allows for visualization. And encourage young writers to use language that generates images-this is when writing really sparkles!

Math

Visualization is a helpful skill in mathematics as well. Students often use manipulatives to make math concepts more concrete, and visualization is a way of internalizing the concepts the manipulatives reinforce. For instance, a class that has been studying fractions and using fraction bars can segue into a discussion comparing the sizes of fractions using common images. A question such as, “Would you rather have 1/2 or 1/3 of a pizza?” is more easily answered if students can picture a pizza (or at least a circle) and what 1/2 versus 1/3 looks like. At the beginning of such a conversation, you can draw two pizzas on the board, shading in 1/2 of the first and 1/3 of the second. As the discussion continues, (1/4 versus 1/8, 2/3 versus 3/4, and so on) challenge students to picture the pizzas in their minds or to draw their visual images.

Social Studies

As students study history, they are sometimes presented with a list of dates and names. For students to really visualize historic events, they need sufficient details to create rich pictures. Allow students opportunities to listen to or read personal accounts of an event or time period they are studying. When available, pieces written from a child’s perspective are helpful in forging personal links between students and the time period in question. For instance, Sarah Morton’s Day: A Day In The Life of a Pilgrim Girl and Samuel Eaton’s Day: A Day In The Life of a Pilgrim Boy, both by Kate Waters, provide context to help young children understand colonial life.

Science

Visualizing is sometimes a good challenge with some of the more abstract concepts studied in science. For instance, many classes study plants, and students are told that plants need water to grow. While students can memorize the fact that water travels from a plant’s roots through the stem to its leaves or buds, putting a white carnation in a vase filled with water that has been tinted blue with food coloring provides a vivid example of this process as students witness the flower eventually turn blue.

Lesson Plans

Visualizing: Following the Drinking Gourd
This lesson is designed to establish the skill of visualizing for primary students. In this lesson, students use clues from the text to be able to create their own images and imagine how characters are thinking and feeling.

Visualizing: Hill of Fire
This lesson is designed to expand the skill of visualizing for primary students.

By Mimi Rothschild

It is crucial that homeschooling children perceive and understand what they read, no matter if they’re in first grade or twelfth grade.  The ability to comprehend text is an absolute necessity for students in the current fast-paced competitive digital world.  One way homeschoolers can improve their reading comprehension is by visualizing.  Read all about visualizing below in this great article I recently discovered.

What Is It?

Visualizing refers to our ability to create pictures in our heads based on text we read or words we hear. It is one of many skills that makes reading comprehension possible.

Why Is It Important?

Visualizing strengthens reading comprehension skills as students gain a more thorough understanding of the text they are reading by consciously using the words to create mental images. As students gain more deliberate practice with this skill, the act of visualizing text becomes automatic. Students who visualize as they read not only have a richer reading experience but can recall what they have read for longer periods of time. (Harvey & Goudvis 2000)

Visualizing text as it is being read or heard also creates personal links between the readers/listeners and text. Readers who can imagine the characters they read about, for instance, may become more involved with what they are reading. This makes for a more meaningful reading experience and promotes continued reading.

How Can You Make It Happen?

Visualizing is a skill that can be helpful in many domains, and while it is often associated with teaching early readers, even experienced readers can benefit from practice with this skill. When selecting a text for a visualizing activity, start with a piece that contains descriptive language and strong verbs and that lends itself to conjuring vivid images. It is not necessary to start with an entire book-even a well-crafted sentence or short paragraph can provide a rich springboard for a visualizing lesson.

Starting Small

To begin a series of lessons that will focus on improving visualizing skills, you might choose to start with a short passage taken from a text or of your own creation. For instance, the following sentences could be used to spark discussions:

Joan could barely believe her eyes. All these gifts were for her! She had never seen so many packages, not even on all her birthdays combined!

After listening to or reading the sentences once or twice, students can discuss the mental images created by the sentences. Students will likely differ in their descriptions of the scene. For instance, some may picture a small child surrounded by stacks of gifts. Others may imagine an older girl in front of a table piled with presents. There is no single correct answer, and those three simple sentences, though not particularly rich in detail, do offer enough information for the reader or listener to begin to form a mental picture.

Group Activities

Students can work on their visualizing skills as a whole class or in small groups. One way to challenge young students to improve their visualizing is to read a picture book aloud, sharing only portions of the illustrations. Then ask students to create their own illustrations based on the text they heard. More advanced readers might listen to a selection from a novel that the class has been reading and create a picture or written description of a character or setting based on the information in the text.

Independent Reading

Students can also practice their visualization skills as a follow up to independent reading. Ask young students who keep track of their reading in reading logs or journals to respond to prompts regarding the images created by the text they have read: “Does the main character remind you of anyone you know?” “Have you ever been to or seen any place that is like the setting of your book?” Very young students can also draw images in their journals, recording their mental pictures in response to their reading. You can discuss these drawings during one-on-one reading conferences.

Older students who are reading novels can think about questions such as, “If you were going to make a movie based on your book, who would you want to play the main characters?” “What would the scenery look like?” and “Where would you want to do the filming?” These questions get at the imagery created in the mind of the readers and encourage those readers to share their mental pictures in their responses.