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Story Time For Me
March/April 2011$6.50 USA/$15.50 INTL
What they need to know:
A big picture of education
#1Reason to Homeschool
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ACE the monster
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SAT
Great Online Stories For Kids!
Congress Introduces Legislation to Make American Community Survey Optional
By: Melanie Palazzo, HSLDA Congressional Action Program Director
SOMetIMe over the past decade you may
have received an American Community Survey from
the U.S. Census Bureau. The American Community
Survey is currently sent to around 3 million addresses
a year. It asks 14 pages of very specific, invasive
questions like “how many
bedrooms do you have,” “how
much is your water bill a month,”
“what time did this person [a
member of your household] leave
home to go to work last week,”
among others. Currently, U.S. law
requires that you fill this survey
out in its entirety or face a fine of
up to $5,000.
American citizens saw their first
census in 1790. It was six questions
long. The authority to conduct this
census came straight from Article 1
of the U.S. Constitution. American
citizens have seen a U.S. Census
form come to their door every
10 years since. However, in
1992, Congress decided that the
information collected in the census
every 10 years wasn’t enough.
The American Community Survey
was created to be sent to select
households every year to provide
additional demographics and
information to the federal government.
On March 3, 2011, Congressman Ted Poe (TX)
introduced H.R. 931 to the House of Representatives.
H.R. 931 would allow most of the questions on the
American Community Survey to be optional. If H.R. 931
became law, the only questions that would be mandatory
would be questions on your name, date of response,
contact information, and number of people living at
the same address (similar to the
information asked on the original
census in 1790).
HSLDA has long been
concerned about the level of
personal information collected and
the invasiveness of the American
Community Survey. We are grateful
to Congressman Poe for introducing
H.R. 931 and giving the American
people control of what personal
information they share with the
government.
Action RequestedWe encourage you to contact
your U.S. representative and share
with him or her your thoughts
on this bill.
You may reach your U.S.
representative by calling the
U.S. Capitol Switchboard at 202-
224-3121 or toll-free at 866-220-0044. If you do not
know your U.S. Representative, please use HSLDA’s
Legislative Toolbox.
American citizens saw their first census
in 1790. It was six questions long.
The authority to conduct this census came straight from
Article 1 of the U.S. Constitution. American citizens have seen a U.S.
Census form come to their door every
10 years since.
Brilliant Publishing LLC9034 Joyce Lane, Hummelstown, PA 17036
Telephone: 717.571.9233Fax: 717.566.5431
PUBLISHER / ADVERTISINGPublisher
Maureen [email protected]
717.608.5869
EDITORIALEditor In ChiefMaryAnne Morrill
Senior EditorMichelle Donofry
Style / Asst. Editor Charity Plata
Subscription Service / Back Issues:[email protected]
CONTRIBUTING WRITERSJerry Bailey, Kris Bales, Jan Bedell, Jean Burk,
Davis Carman, Jeannie Fulbright, Jeff Gitt, Barton Goldsmith, Monica Irvine, Sarita Holtzmann,
Sandy Jenney, Barbara Jones, Shara Lawrence-Weiss, Michael Lyons, Heather Manley, Melanie Palazzo,
Andrew Pudewa, Debbie Thompson, Sandra Volchko, Bret Welshymer.
PRODUCTION / DESIGNArt DirectorJeremy Tingle
The Homeschool Handbook is published bi-monthly by Brilliant Publishing LLC, 9034 Joyce Lane, Hummelstown, PA 17036 Telephone: (717) 571-9233, Fax: (717) 566-5431. Postage paid at Michigan City, IN and additional offices. POSTMASTER please send address changes to The Homeschool Handbook, 9034 Joyce Lane, Hummelstown, PA 17036. Volume 2 Number 02. The Homeschool Handbook subscription rates: one-year $19.95 USD, Canadian $59.95 USD, Foreign $89.95 USD. All subscriptions are non-refundable. Copyright © 2011 Brilliant Publishing LLC. All rights reserved. the publisher reserves the right to accept or reject any advertising or editorial material. Advertisers, and/or their agents, assume the responsibility for any claims against the publisher based on the advertisement. Editorial contributors assume responsibility for their published works and assume responsibility for any claims against the publisher based on published work. No part of this publication can be reproduced in any form or by electronic or mechanical means, including information storage and retrieval systems, without written permission from the publisher. All items submitted to The Homeschool Handbook become the sole property of Brilliant Publishing LLC. Editorial content does not reflect the views of the publisher. The imprints, logos, trademarks or trade names (collectively the “Marks”) displayed on the products featured in The Homeschool Handbook are for illustrative purposes only and are not available for sale. The Marks do not represent the implied or actual endorsement by the owners of the Marks of the product on which they appear. All of the Marks are the property of the respective owners and are not the property of either the advertisers using the Marks or The Homeschool Handbook.
MEDICAL DISCLAIMERNo warranty whatsoever is made by the publisher and there is absolutely no assurance that any statement contained or cited in any article touching on medical matters is true, correct, precise, or up-to-date. Even if a statement made about medicine is accurate, it may not apply to you or your symptoms. The medical information provided is, at best, of a general nature and cannot substitute for the advice of a medical professional (for instance, a qualified doctor/physician, nurse, pharmacist/chemist, and so on). None of the individual contributors, LLC members, subcontractors, advertisers, or anyone else connected to Brilliant Publishing LLC and The Homeschool Handbook can take any responsibility for the results or consequences of any attempt to use or adopt any of the information presented in this magazine. Nothing included, as a part of this publication should not be construed as an attempt to offer or render a medical opinion or otherwise engage in the practice of medicine.
HOw do you raise happy, motivated, educated kids? We’ve all heard
“I just want my kids to be happy” a thousand times. But do we have a shared
definition of what that means? Or even a private definition? Is happiness
really about having fun and doing what you want when you want? Maybe.
Is it about having options and choices? I think so. Words like happiness,
motivation and education are “big” words with nuanced meanings with
many shared and not so shared opinions. Education seems to be on the
forefront of our minds these days and in our media with the “Battle Hymn
of the Tiger Mother” book and “Waiting For Superman” movie.
To steer our kids in the right direction, we need to identify the components
of happiness, motivation and education. One must first identify the destination
so that we can then chart our course. Once we’ve established that vision, we
shouldn’t shy away from the difficulties and challenges (and even the pressure)
associated with accomplishing those goals. After all, nothing good comes
easily. Homeschooling is not easy. Organization is not easy and Happiness is
well…different for each of us.
So many of you have shared with me your vision, your questions and
those nagging things that keep you awake at night in an effort to raise happy,
motivated, creative, respectful and educated children. I thank you all for taking
time to share your thoughts and opinions with me. I hope you will continue to
do so and find many helpful insights and inspirations within our pages. As we
continue to bring you a magazine worthy of your time, please do not hesitate to
let us/me know how we can make it better. Your time, ideas and opinions are
always greatly appreciated!
Remember always….
Education Matters!
P.S. Don’t forget to Follow us on Facebook And Twitter: We post
helpful hints, ideas and resources there that you won’t want to miss!
www.facebook.com/TheHomeschoolHandbook
Follow us on twitter:
http://twitter.com/@TheHomeschoolBecome a Fan on Facebook: The Homeschool Handbook Magazine
™
Maureen Williams, Publisher
717-608-5869
4 Homeschool Handbook | March/April 2011
Every time he goes to the movies, turns on his PlayStation, or goes online, he hears different ideas about who he is, his purpose in life, and how a man is expected to behave. These messages are often in
turn for answers?
You can’t protect your children forever, but you can help them separate the truth from the lies by teaching them to see the world
them a clear biblical worldview with the What We Believe curriculum series.
Beautifully illustrated and written in a conversational style, the
and memorable for boys and girls of all ages. Through engaging
unshakeable faith and a sense of God-given purpose that will carry them through the teen years and beyond.
“A powerful inoculation of truth that will help protect our young
Frank TurekI Don’t Have Enough Faith to Be an Atheist
Debra BellAuthor of The Ultimate Guide to Homeschooling
WHAT WILL HE BELIEVE WHEN
HE’S 15?
VISIT WWW.APOLOGIA.COM OR CALL 1-888-524-4724
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Recommended by
CHUCKCOLSON on BreakPoint
lifestyle3 Congress Introduces Legislation to Make
American Community Survey Optional
8 The Public School Parents’ Guide to Homeschool Parents
10 What They Need To Know: A Big Picture of Education
solutions12 A Homeschool Parent’s Guide to Increasing
High School Students’ Marketability in Higher Education and the Workplace – Part 1
15 Etiquette In Training
16 Ace the SAT Monster
18 Procrastination
19 Simple ways to set up your home to be a “learning place.”
curriculum20 Content Area Literacy
22 Overcoming the Fear of Science
24 Writing Without Tears
organization26 Help Your Child By Teaching Him To Help You
Your resource, support & inspiration for a successful at home education & lifestyle.Whats inside
6 Homeschool Handbook | March/April 2011 www.TheHomeschoolHandbook.com
contents|2011volume 02, issue 02
For Breaking News, Updates and Tips Please: Like The Homeschool Handbook Magazine on Facebook at:
www.facebook.com/TheHomeschoolHandbookFollow The Homeschool Handbook Magazine on Twitter at: http://twitter.com/@TheHomeschool
christian corner28 The Number One Reason to Homeschool
30 High School Students with Hearts Toward Christ
special feature32 Dyslexia – A Neurodevelopmental Approach
health & hearth34 A Veggie U Recipe – Kid’s Calzones
35 Healthy Spring First Aid Essentials
extra activities38 Q-Tips N’ Cotton Balls
columns40 Internet News: Story Time For Me
41 product spotlights
resources42 Index/Resources List
Your resource, support & inspiration for a successful at home education & lifestyle.Whats inside
March/April 2011 | Homeschool Handbook 7www.TheHomeschoolHandbook.com
The Public School Parents’ Guide to Homeschool Parents
lifestyle
we all know that there are a lot of misconceptions about
homeschoolers, and, while most of those tend to be centered
around the kids, there are a lot of misconceptions about
homeschool moms (and dads), as well. I'm often surprised to
hear some of the things that people who don't homeschool think
about homeschoolers. I guess I shouldn't be. I used to be a
public school mom (for two years) and I imagine that I thought
some of these things, too, though it's been so long, I really can't
recall for sure.
Anyway, I'd like to make some homeschool mom confessions
(at least, as relates to this homeschool mom). Oh, and the title
just sounded fun. No negative implications intended there
at all. Some of my best friends and favorite relatives are public
school parents.
1. We do not have superhuman patience. I can't tell you the number of people who say to me, "I
couldn't homeschool; I don't have enough patience" or some
variation thereof. Let me tell you, my name and patience
rarely occur in the same sentence unless someone is saying,
"Kris has no patience."
I have told people, "I know that homeschooling isn't for
everyone and I'm not suggesting that you should homeschool,
but if you're going to give me an excuse, you'll have to come up
with a better one than that because if I have enough patience to
homeschool, anybody does!"
When we first began homeschooling, I told the neighbors,
"If you come home from work one afternoon and there is yellow
police tape around the house, you'll know that one of us [the
kids or I] ran out of patience." So far, we've all survived, but
seriously? I've done homework with my oldest when she was
in public school. So far, my worst day of homeschooling hasn't
been any worse than my worst night of homework.
2. We don't homeschool because it gives us the warm fuzzies.
There are probably almost as many reasons to homeschool
as there are homeschoolers, but I don't know of anyone who does
this just because it makes them feel good because, you know
what? Some days, it does not feel good. Some days involve
tears, whining, yelling...before breakfast...and not necessarily
from the kids. Which leads me to confession number three...
3. Some days, we watch with envy as that yellow school bus drives by.
We don't do this because it's easy or a cop-out. Some
days, homeschooling is just hard. Some of us have been
known to threaten to send our kids to public school (my kids
can tell you exactly how far we live from the public school
because I've mentioned it a time or two). Some of us have
spent more time than we'd care to admit daydreaming about
what we might do if our kids were in school all day. And,
there are some days when it takes every ounce of will power
not to chase down that school bus. However, when push
comes to shove, we know there is nothing else we'd rather
do than homeschool our kids.
4. We don't think our kids are better or smarter than yours.
Most of us are average moms and dads with average kids
who have their areas of strength and their areas of weakness
-- academically and personally -- just like yours. We have our
hopes and fears, doubts and insecurities just like you do. Do
some homeschool parents have gifted kids? Absolutely! Do
some homeschool parents have kids whom the parents think
are gifted, but in reality, not so much? Yes. Do some public
school parents have gifted kids? Yep. Do some public school
parents have kids whom the parents think are gifted, but in
reality, not so much? I think you see where this is going.
We all -- public, private, or homeschool parents -- think
our kids are pretty special. That doesn't mean that we, the
homeschool parents, think our kids are better than those not
educated at home.
5. Our decision to homeschool is not a personal commentary on your decision not to.
Contrary to popular belief, we do not think that homeschooling
is for everyone. We don't think that you're a bad parent or that
you don't care about your kids as much as we care about ours
because you don't homeschool them. We see educational
choices as yet another personal parenting choice and we realize
that you are making the choices that you see as best for your
family, just as we are.
6. Our decision to homeschool is not a personal commentary on the jobs of public school teachers.
Many of us do have a beef with the public school system
as a whole (I don't think that is exclusive to homeschoolers).
Although we may see the system as flawed, this observation
does not typically extend to individual teachers. Most of us
realize that the majority of teachers are good people, doing
a good job with a whole lot expected of them for pitifully low
compensation based on the time and effort their jobs require.
By: Kris Bales
8 Homeschool Handbook | March/April 2011 www.TheHomeschoolHandbook.com
The Public School Parents’ Guide to Homeschool Parents
7. We realize that there are homeschooling families who probably should not be homeschooling.
However, this is true in every area of life. There are
public and private school teachers who have no business in
the classroom. There are parents who have no business
having kids.
We, who are so often judged, try not to judge others and we
definitely do not want to our rights as parents restricted because
of a few sensationalized cases. The majority of parents who
homeschool are doing so honestly and with integrity, raising kids
who are just as ready for life after homeschool as any other kid
is for life after graduation.
8. Just because we're Christian doesn't mean that we are "religious homeschoolers."
There are a huge percentage of us who, while we are people
of faith, would not necessarily say that we are homeschooling
for religious reasons. Being able to share our faith with our kids
and looking at our studies with a Christian worldview is a huge
benefit of homeschooling, but many of us would not consider it
the singular reason we homeschool.
9. We don't do this to shelter, over-protect, or isolate our children.
People who don't homeschool often don't realize what is
available to homeschooled kids. Our area offers band, soccer,
baseball, football, tennis, track, volleyball, prom, monthly
socials, graduation, graduation banquet, yearbook, co-ops and
classes, and so much more. These kids are not sitting at home
by themselves every day. They're out with other kids enough
to experience their fair share of mean kids, bullies, and, for the
older kids, teen-aged angst.
And, look how many of us have more kids than the national
2.5 average! Seriously, if you have siblings, you know that
there's no one better to help your practice interpersonal and
conflict resolution skills than siblings.
10. We don't do this to annoy you. We homeschool because we feel that it's the best choice for
our families. We don't ask you to think it's the best choice for
your family. We did not wake up one morning and flip a coin to
decide on this lifestyle. We prayed about it, researched it, and
talked about it long before deciding that homeschooling was the
right choice for our family. We do not come to your blogs or
corner you at the soccer game to tell you how bad we think your
decision to send your kids to public school is because we don't
care -- not in the negative "don't care" way, but in the "that's
your family's decision and we respect that" way. You are doing
what you feel is right for your kids and that's exactly what you're
supposed to do. It's what we're doing, too.
FUTURE WINNER OF NOBEL PRIZEFOR MEDICINE
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Kris is the sweet-tea-drinking, mostly socialized voice behind Weird, Unsocialized Homeschoolers. With her own brand of tongue-in-cheek humor, she offers tips, resources and ideas to encourage and equip homeschooling families. She chronicles her 70-pound weight-loss on her blog, Eclipsed.
www.WeirdUnsocializedHomeschoolers.com
A HOMeSCHOOL mom recently interviewed me for her radio show.
While she asked a host of great questions, I found her final one particularly intriguing:
"Can you give me a big picture overview of what you think education is?"
This is a question that we as parents, homeschoolers and non-homeschoolers alike
may seldom think about. Too often we may choose to send our children off to school
assuming that traditional schools have a united and sound answer to this question.
I am not certain they do. I also wonder if most of us who homeschool have thought
deeply enough about this question. After Hannah asked me, I've decided this is a
question I need to ask myself every year.
The following is (something like) what I said in response to that intriguing question:
As home educators, we must teach at least the Three R’s— ‘readin’, ‘ritin’ and
‘rithmetic’.
Within reading, we must provide our students a wide variety of material to expand
their cultural literacy. In E.D. Hirsch's book, Cultural Literacy, he describes two very
basic; simple reading assignments teachers gave a group of junior college students.
The first assignment discussed "love" in a generic manner. All the students were able
to decode all the words in the assigned article and, since "love" is something almost
everyone has some knowledge of, all were well able to
respond to the comprehension questions.
The second assignment, however, had to do
with the meeting between generals Robert E. Lee
and Ulysses S. Grant at the Appomattox Court
House in April of 1865. All the students could
decode (i.e., "read") all the words in the article.
But some students were culturally illiterate—
some didn't even know that the Civil War had
taken place, much less when it occurred or that
Lee and Grant were the key generals on the
opposing sides. These students were completely
lost. The article simply "didn't make sense" to
them. They were unable to interpret what they
were reading and, therefore, were unable to
answer basic comprehension questions about
what they read.
By: Sarita Holtzmann
what they need to know: A big picture of education
lifestyle
10 Homeschool Handbook | March/April 2011 www.TheHomeschoolHandbook.com
Hirsch states that authors assume their readers have
enough background information to understand what they are
writing. Based on the study of these junior college students,
however, it is clear that people who are not widely read can
struggle with even the most basic texts.
Therefore, to be well educated, students must read
materials covering a wide range of subject matter.
We must encourage our children to write clearly
and well.
I read recently that if two candidates for a job seem
equally qualified, the Human Resources person should hire
the one who writes better. Much of the working world relies
on well-written communication.
Regarding math, we should help our children achieve the
highest level of math mastery that they can. Many careers
require a strong foundation in mathematics.
But, from my perspective, quality education encompasses
so much more than the Three R's.
As parents, we must train our children to love the Lord.
We should read the Bible with our children daily and require
them to memorize passages. Young children memorize
much more easily than adults, so draw on that reality.
May we strive to provide our children with heroes—
ordinary people whom God has used to impact the world.
Read biographies and encourage your children to attempt
great things for God.
Help your children understand history. To effectively live
in today's world, we need to study and learn from the history
that has gone before.
We must train our children to think. While textbooks help
expose students to cultural literacy topics (that, hopefully,
they remember after reading), I fear that textbooks authored
by one person (or a small team) come across as too
authoritative. I believe children read textbooks and believe
that the information included must all be "true." On the other
hand, when students read a wide variety of books by diverse
authors, they are forced to critically evaluate the text they
read. I believe that is a valuable life skill. May our children
read the newspaper or listen to the news carefully, with the
ability to discern the biases of the authors, the "spin," the
truth and the error.
While electives, of course, are optional, we can use
them to help our children discern their strengths and career
interests. I didn't know my daughter Jonelle had an art
aptitude until she took an art class. She ended up as an
art major in college and has enjoyed a successful career in
something I would have never imagined had she never taken
that optional, "stray" class!
And, finally, we want to raise up children who love to learn.
We don't want our children simply to have heads stuffed full
of facts, children who "finish" school and never crack a book
again. May we and our children be people who consistently
learn new things.
Sarita Holzmann is the co-founder and
president of Sonlight Curriculum (www.
sonlight.com). She cherishes a legacy
of family-centered, literature-rich home
education and seeks to provide families with
the rich resources they need to raise life-long learners.
March/April 2011 | Homeschool Handbook 11www.TheHomeschoolHandbook.com
A Homeschool Parent’s Guideto Increasing High School Students’ Marketability in Higher Education and the Workplace – Part 1
By: Debbie Thompson
solutions
wHen the vast majority of entry-level workers have
earned their high school diplomas and college degrees, it
can be difficult to stand out and be recognized for valuable
skills and abilities. The job market and college enrollment
are competitive, which drives admissions officers and
employers to look for more skills and experience in their
candidates. Beyond college acceptance and the entry-level
job market, the competition only intensifies as the stakes are
raised and the caliber of peers’ credentials increases.
For students who are focused on securing successful
and fulfilling careers, becoming a professional achiever
must start in high school. There are several courses of
action that you can take to encourage your homeschooler
to develop his or her skills prior to collegiate and career
pursuits, increasing your student’s marketability to decision-
makers. The following opportunities can be combined in a
variety of ways to supplement your student’s achievements,
reinforcing successful areas and filling in any gaps. You
and your child can analyze your child’s performance in
three major areas of marketability: academic achievement,
professional development, and community involvement.
Simply choose enrichment opportunities that correspond to
any weak areas in order to increase your student’s overall
marketability and get the results you both deserve.
ACADEMIC ACHIEVEMENTThis area of high school student marketability is especially
valuable if your homeschooler is planning to attend college. It
can help your child gain acceptance at the institutions of his
or her choice, potentially qualify your child for scholarships
and honors programs, and give your child an advantage
over the competition when it comes to choosing classes.
Earning College Credit in High SchoolIf your child chooses to earn college credit while still in high
school, both you and your student can enjoy the benefits of
this decision. When assessed by an admissions officer, your
student will appear to be more motivated and academically
apt than peers who have neglected to put forth the extra
effort to earn credits. Additionally, you will be able to save
on college costs when your child earns credit for required
courses and is released from the obligation to take these
classes. Earning credits in high school also decreases the
likelihood that your student will need to take extra electives
to meet credit requirements for college graduation.
When choosing classes or tests to take for college credit,
it can be helpful to assess the freshman course load at your
child’s preferred institutions. Even if your student is planning
to defer college, you can check technical colleges to see
what the general education requirements might be. Overall,
classes that satisfy requirements like foreign language,
freshman English, introductory math and science classes,
and general humanities can help your child take more
major-specific courses earlier in his or her college career.
You will also be able to avoid the costs of general education
courses, housing, and meal plans that would have been
required without the benefit of earning college credit in high
school. With the right classes and test scores, your child
could earn an entire semester’s worth or more of college
credit long before arriving on campus.
There are many different options for earning college
credit, but no matter which one you choose, it is important to
make sure that your child’s preferred institutions recognize
and accept the credit your child earns. Different institutions
may also have specific score requirements for earning
credit, and high scores can even count as more than one
college course (typically up to three). To find out about credit
parameters at specific institutions, search college websites
for the common terms “placement information” or “placement
opportunities”. You should then be able to find credit policies
for specific test providers, exams, and scores. If not, contact
the institution’s admissions office.
Some of the most common tests for which credit is given
are the IB, AP, DSST (formerly DANTES), and CLEP tests.
Some newer tests that are less familiar but are becoming
more recognized by many institutions include the UExcel
tests. It can be overwhelming to decide which test provider
12 Homeschool Handbook | March/April 2011 www.TheHomeschoolHandbook.com
to use and which exams to take, but if you follow these steps,
you can get the information you and your student need to
make the right decision.
1. Find out about the credit policies at your top three to
five colleges.
2. Decide which provider you want to use and which
exams you want to take.
3. Contact the appropriate service coordinator for the
test provider(s) you have chosen. This will allow you
to find the nearest location that offers the exams
you want to take. Call no later than March 1 to make
sure you get your exams scheduled.
AP: Call the service coordinator toll-free at 1-888-225-
5427 or email [email protected].
IB: Go to http://www.ibo.org/general/ibexam.cfm. On
the left sidebar, select “IB Diploma Programme” from the
“Programme(s)” drop-down menu. Select “United States” from
the “Country” menu and your state from the “State/province”
menu. After clicking “Find”, you will have a list of schools in
your state that provide IB exams. Click on individual schools
to get contact information on the right sidebar.
CLEP: Go to http://apps.collegeboard.com/cbsearch_
clep/searchCLEPTestCenter.jsp and enter your geographic
information to find a testing site near you.
DSST: Go to http://www.getcollegecredit.com/search.
html and enter your geographic information to find a testing
site near you.
UExcel: Go to http://www.pearsonvue.com/uexcel/ and
click on the “Locate a Test Center” button on the right side of
the page. Enter your geographic information to find a testing
site near you.
Another way to earn college credit in high school is to
sign up for dual enrollment. This allows your student to take
classes for credit at a local community college or online
while still attending high school. Before you sign up for
classes, make sure that any credits your student might earn
will transfer to his or her institution of choice. You can do this
by contacting the admissions offices of your student’s top
college selections.
Taking Placement TestsPassing placement tests at specific institutions might not
result in credit, but it can enable your child to bypass classes
that would be a waste of his or her time. If your child has not
earned college credit in a certain subject, you might consider
having your student take a placement test to avoid attending
unnecessary classes. For example, your student might have
English and Spanish credits, but nothing that could count
B U I L D I N G U N D E R S T A N D I N G
Our award-winning K–12 math program is building understanding all over the world.Learn more at www.MathUSee.com
March/April 2011 | Homeschool Handbook 13www.TheHomeschoolHandbook.com
toward freshman math requirements. In this case, you
could contact the admissions office to determine whether
or not there is a test your student could take in order to
place out of freshman math. You could also search the
college website for “placement opportunities” again to see
if you can find online tests or information about placement.
In some cases, high SAT or ACT scores can also place
your student out of certain freshman courses.
Creating a Professional Transcript
As a homeschooling parent, you are responsible for
helping your student portray him- or herself accurately
and positively to admissions officers. A significant part
of fulfilling this responsibility is creating a professional
transcript with all of the information an admissions officer
needs to assess your student. You can use an online
transcript service, order software to create your own
professional transcript at home, or use a simple word
processor to format a professional transcript if you have
the skills to do so. Regardless of the method you use to
create your student’s transcript, print it on nice resume-
type paper and don’t provide more than a sheet or two
unless your college allows it. You will need to include the
following information:
School Information: Include the name of your •homeschool, its full address, and a phone number.
Student Information: Provide your student’s full •name with the last name first, home address, gender, date of birth, and Social Security number.
Academic History: Create a table that lists your •student’s courses by year. You can categorize them as freshman, sophomore, junior, and senior courses, but it helps to also include the school year for each grade. You can also indicate whether each course was completed during a fall or spring semester. Next to each course listing, add the grade and number of credits your student earned (courses are usually worth 1 or 0.5 credits).
Academic Summary: Show your student’s •cumulative GPA by year and average those values to get a final GPA. This section should also include your student’s total number of credits earned and date of graduation.
Credit Distribution: Give admissions officers an at-a- •glance perspective on your student’s coursework by including a credit distribution table. Simply start with freshman through senior categories on the left column and course categories at the top, and then fill in the table with the number of credits earned. Main categories include social sciences, natural sciences, math, English, foreign language, and fine arts. You can include additional categories as needed or simply add an “Other” category.
Grading System: Describe your grading and GPA •scales by specifying letter grades A+ to D- for point values (such as 97-100) and GPA values (such as 4.0).
Validation: At the end of the transcript, add a •signature line with your job description (such as Principal or Administrator/Teacher) and sign the transcript before you send it.
Supplemental Information/Activities Log: You might •also attach a log, which would include the items listed below. Include total hours and dates of the activities when appropriate. Highlight any positions of leadership held.
1. Standardized Test Scores: Again, you can make a
table to display this kind of information. Include the name
of each test taken, the type of test (such as achievement or
admissions), the date your student took it, and the scores
he or she received.
2. Previous Secondary Schools, Special Seminars
or Training Attended: Include the names, addresses, and
enrollment dates for any secondary schools your student
may have attended prior to being homeschooled. Also list
special certificates or training seminars attended.
3. Book List: Briefly list books that the student has
read in high school.
4. Extracurricular Activities: Here, you should
include short descriptions of your student’s extracurricular
activities, such as sports, group and club memberships,
leadership positions, and mission trips during high school.
5. Community Service or Volunteer Efforts:
Describe your student’s volunteer activities. Most college
admissions and scholarship officials like to see a student
that has created a program for their community and carried
it out to fruition or made a difference in their community
through their on-going service to a cause or organization.
6. Jobs: List jobs the student has held whether for
pay or volunteer.
For professional-looking diplomas and transcripts or to
receive a free Activity Log or more information on testing,
email us at [email protected] and put “Newsletter” in
the subject line.
solutions
Debbie Thompson, (www.TriangleEd.com) is Director of Triangle Education Assessments, LLC, which helps thousands of homeschoolers each year with their achievement, ability, career and practice test needs.
14 Homeschool Handbook | March/April 2011 www.TheHomeschoolHandbook.com
the Big “no” wordGO wItH Me for a moment to the land of “make
believe” and just imagine this situation: Your child comes
into the kitchen and excitedly says, “Hey Mom. David just
called and asked if I could go to the Zoo with him tomorrow.
He said they have an extra ticket, so can I go?” You reply,
“I’m sorry honey, you’ve got a dentist appointment tomorrow
that we really need to keep, so you’ll have to decline his
offer this time.” Your child replies, “Oh well, I understand
Mom. Thanks for thinking about it.” Your child then turns
and goes to call David to inform him he can’t go. Can you
imagine this situation ever occurring within the walls of your
home? Is it possible for us to teach our children how to
accept the word, “No” graciously? Am I from Mars?
Well, just so you know, yes we can teach our children
how to accept the word, “No” with grace. You have to
admit, none of us like to hear the word, “No”. Frankly, I hate
that word. However, we have all learned over time that
sometimes “No” is a good thing and many times it is
necessary. So how do we teach our children how
to handle this? We start by forming a trusting,
loving, secure relationship with our children.
Often times, we as parents are in such a
hurry or maybe even irritated at our children,
that we don’t take the time to explain why we
use the word, “No”. Teaching moments
are best accomplished when emotions
are not tied up in the moment. For
instance, trying to teach our child
why we say, “No” at the very
moment we just said, “No” to
something they really wanted
to do, is not the proper time to
teach. Our child wouldn’t be
prepared to listen because they
would be too preoccupied that we
just ruined their life. A better time
would be when we’re “tucking” them
in at night or maybe when we’re taking a
walk through the neighborhood. Let me give
you an example that might help us begin this
ongoing conversation with our children:
“Honey, do you know how much I love to
watch you have fun? Well, I love it. One of
the greatest things about being your parent
is watching you enjoy life and getting to do
things that bring you happiness. Sometimes, I know you’re
disappointed when I say, “No” to you. I hope you know that
when I use the word, “No”, I always have a reason. As your
parent, I have the responsibility of keeping you safe, keeping
you healthy and helping you to gain wisdom, so you can
have a happy productive life. That means that sometimes
I have to say, “No” in order to fulfill my responsibility as
your parent. I need you to respect the responsibility that
I have for you, by learning how to accept the word, “No”
graciously. This means that you will accept my decisions
without whining, crying, pouting, asking more than once or
any other impolite response. I know it’s difficult to hear the
word, “No”. It’s difficult for me to hear it as well. I’m so
proud of the way you are trying to become more responsible.
Thank you for listening to me and for your willingness to
“work on” this skill.”
Obviously, you might have to adjust the previous example
depending on the age of your children. But, I assure
you that talking to our children with respect for them;
will in return teach them to show us the same
respect. No one likes to be demanded, and I think
children get so exhausted being “demanded”
all day long. I’m not saying don’t stand firm in
our convictions with regards to our children or
our family rules; but talking to our children with
love and concern evident, increases the love
and devotion our children have for us. This can’t
happen just once, but needs to be an ongoing
conversation. Enjoy and
love your children. May
we succeed in this sacred
responsibility.
solutionsetiquette In training By: Monica Irvine,
Certified Etiquette Instructor
Monica Irvine, a certified Etiquette Instructor, owns and operates The Etiquette Factory. A master motivator and dedicated instructor, She is the author of several books on etiquette and also operates Etiquette Summer Camps. As a home school mom herself, Monica is passionate about
giving parents the tools they need to successfully teach proper etiquette in the home. For more information please visit www.theetiquettefactory.com.
March/April 2011 | Homeschool Handbook 15www.TheHomeschoolHandbook.com
Ace the SAt monster
By: Jean Burk
YeS, tHAt’S tHe dreAded
standardized test that most students bomb—even really
smart ones. Colleges not only use it for entrance exams
but also scholarships—the higher the score, the bigger
the scholarship money. It is even looked at more than
a student’s GPA since every school has a different
standard for calculating grades. For the homeschooler, it
demonstrates their academic prowess and validates their
transcript since it is often homemade.
Unfortunately, most students approach this test like
a normal test they take at home or school (memorizing
information and regurgitating it back out on a test). But
the SAT is a test of logic and critical thinking and the
questions are designed to trick the student. Once students
learn the hidden recurring patterns that are found on the
test, they can learn to find the right answer quickly and
not fall for the wrong answer.
Here’s an overview of the test:
Critical ReadingI. Passage-Based Reading: This section contains
three types of passages and three types of questions
(Line Citation, Vocabulary Use and Overall Passage).
The irony is that this section is not about reading but
about knowing where to find the answer to each question
type. A student can actually skip 70% of the passage and
still get every answer right.
II. Sentence Completion: This section contains
sentences that contain one or two blanks, and the student
has to find the perfect word for each blank. Students tend
to pick an answer that sounds good but that is usually
a wrong answer. Finding correct answers is based on
finding the key elements found in the sentence (i.e.,
Scope Words and Cause and Effect Words).
MathI. Multiple Choice: This section contains math
problems with five answer choices. The good news is that
a student doesn’t have to be a math genius to ace this
part. There is no calculus or trigonometry, just basic math
such as Algebra, Geometry and arithmetic. It is merely a
logic test using math as the medium. They are not testing
how smart students are in math but testing their critical
thinking skills on a math problem. Every math problem
can be solved in 30 seconds or less.
II. Student Response: This section contains no
answers, and often, more than one answer can work. The
grid-in box that is used to transfer these answers must be
understood. Many students get the answer right but often
bubble-in the answers incorrectly.
WritingI. The Essay: Clearly the most dreaded section of
the test (even more than math) because a student must
write an essay in 25 minutes, won’t know the topic ahead
of time and this section is worth 30% of their writing
solutions
16 Homeschool Handbook | March/April 2011 www.TheHomeschoolHandbook.com
Triangle Education Assessments, LLCDebbie Thompson, M.A.
5512 Merion Station Dr., Apex, NC 27539 Phone: 919.387.7004
Toll free or fax order: 1.877.8.GET TEST (1.877.843.8837)
Some restrictions apply • Group discounts available
Achievement, Cognitive, Career and Practice Tests www.HomeSchoolerTests.com
S pecializing in national standardized achievement tests
Your Child is Uniquely & Wonderfully
Made
Woodcock-Johnson® III for ages 4-99
The Iowa Tests® for grades K-12 and• CogAT/OLSAT Practice Test•The Iowa Practice Test•Test for SuccessTM
•Scoring High Test Prep Books for Iowa and Stanford
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Ace the SAt monster
By: Jean Burk
grade. This puts lots of pressure on the student, but the
good news is that it is not hard to write a perfect scoring
essay in only 15 minutes—and this will give them 10
minutes to spare. The judges are only looking for a few
key ingredients on the paper because they only spend
about 30 seconds grading it.
II. Sentence Error: This section contains a
sentence with four underlined parts. If there is a problem
with one of those parts, that’s the error. There are only
a limited amount of concepts that are used, so when
students know what to look for, they can answer these
very quickly.
III. Improving Sentences: This section contains
sentences with an underlined part and students have to
determine if it is the best restatement for that sentence.
There are recurring patterns in this section that occur
50-75% of the time; once students learn this, they can
usually eliminate 2-4 wrong answers immediately!
IV. Improving Paragraphs: This section contains a
passage with numbered sentences, and students will
be asked four question types. Fortunately, this section
is simply a combination of two previous sections, so
students learn to combine them for the answer.
With college entrance and scholarships all riding on
one test, students can become confident test-takers
when it comes to the SAT. Preparation and knowledge
of the test are the keys to lessening test anxiety and
scoring high. Acing the SAT is not hard or scary—you
just have to know how to do it.
College Prep Genius has been featured on NBC, Fox, CBS, TXA21 & The Homeschool Channel. To find out more information, contact Jean Burk at 81-SAT-2-PREP, [email protected] To read testimonials of students who raised their tests scores from 300-600 points and received incredible
scholarships, visit www.collegeprepgenius.com
March/April 2011 | Homeschool Handbook 17www.TheHomeschoolHandbook.com
I've Been MeAnInG to get around to
this for a while, but it's so easy to find other things to do.
That is the credo of the procrastinator. Don't get me wrong,
I believe that if it weren't for the last minute, nothing would
get accomplished, but if you are making yourself miserable
because you can't bring yourself to do what you need to do,
it's time to change that habit. Here are some tips to help you
do just that.
Timing is everything. Start timing how long it takes you to do some of the things
you procrastinate about. For example, the man in my mirror
hates doing dishes. I used to let them pile up in the sink.
Then one day, I was in a hurry and happened to glance at
the clock before I began putting my hands in soapy water.
When I was finished, I looked at the clock again, and all
of six minutes had passed. Now that I know the process
takes much less time than all the things I did to avoid it,
getting it done is much easier. And life at home is a bit more
pleasant.
Just do it. Some Olympic-level procrastinators will spend much of
their time trying to look for shortcuts or employing avoidance
techniques like saying "That's not my job" or thinking "Who
else can I get to do this?" The real truth is that if you just
jump into the task at hand, you will have some extra time in
your life, which you can use in whatever way you choose.
Face your fear. When you've been avoiding something because the
thought of the task or failing at it causes you anxiety, it can't
feel good. In addition to fighting the fear factor, you are
actually creating an excuse to delay or completely disregard
important things in your life. If you are scared of a particular
chore, it will help to get your partner or a friend to assist
you. For many people, just having the company is a great
motivator. Fear can block us from many things in life; working
through it will strengthen you and your relationships.
Schedule lazy time. Often we don't get around to doing what we need to
do because we're just plain tired. One of the best ways
to overcome this is to reward yourself with a nap or some
downtime, once you have completed what you need to do.
Taking a break is a necessity; none of us can be productive
all the time, and getting a good rest actually makes you
sharper.
Getting past procrastination is a good thing, but you
need not beat yourself up in the process. You didn't create
this behavior overnight, and it won't go away just because
you've thought about it. Take steps, one at a time, to move
your life forward, and before you know it, you will love the
productivity and your life a lot more.
By: Dr. Barton Goldsmith
For more than two decades Fortune 500 companies, educational institutions, and government organizations worldwide have relied on Dr. Barton Goldsmith to help them develop creative and balanced leadership. His columns appear in over 500 publications. He may be
contacted through his web site www.BartonGoldsmith.com .
solutions
Procrastination
18 Homeschool Handbook | March/April 2011 www.TheHomeschoolHandbook.com
HAve you ever wondered if there are simple ways to
give your child(ren) a head start? What if you could do that,
without spending much money, right from home? Here are
a few ideas you may like to consider:
Name that bagMy kids love it when I fill bags with popcorn or snacks. I
write their names on the bag.
Then they talk about it amongst themselves. My two-
year-old will point to his sister's name and then tap her. As
if to say, "That says YOU!" She will say, "And this one says
JACK. That's YOU!" This is so easy but quite effective for
teaching name recognition. (Yes - I recycle the bags.)
Re-use containers to teach colorsAre you all done with the blue coffee container or the red
heart box from V-day? Don't toss them out! Re-use that
container by filling it with toys and recycled items. Do the
same thing with green containers, yellow tins, orange tubs
and so on. Talk about the colors: spill and sort, etc.
Toss the books!Scatter books on the floor. Allow your child to explore and
choose, at will. What book will be first? Watch and learn.
Your child will likely choose a book, first, that coincides
with his/her favorite things: family, animals, colors, etc. It's
fascinating to watch which books will be picked up first,
second, third and so on. It's a tiny window into your child's
mind and likes/dislikes.
Name that toyPlace little laminated cards inside (or on) toys. This helps
with the beginning stages of reading. Yellow toy - "Yellow" on
the card. Simple but effective! Rotate the cards to different
toys, on different days. You can use contact paper for the
words, if wanted (although it's not as lasting as heavy duty
lamination, of course).
Super cool coloringTurn old menus, CD cases or DVD cases into coloring/
writing tools. Slip paper inside and get out the washable
markers or dry erase markers (non smelling)! Color - wipe -
color - wipe. Practice names, patterns, dot-to-dots and more.
I use these products when I teach literacy workshops. The
kids love it! I have a collection of erasers that they use to
erase the coloring. This is also great for some special needs
situations - for children who get frustrated that their work is
not 'perfect' the first time. No worries; they can erase and start
again! {This idea originated from Treasures 4 Teachers.}
Turning your home into a learning environment is not as
challenging as you might think!
By: Sara Lawrence-Weiss
Simple ways to set up your home to be a “learning place.”
solutions
Shara Lawrence-Weiss is the owner of Mommyperks, a company dedicated to helping small mommy-run businesses succeed, and a freelance writer whose pieces have been published locally, nationally and globally in journals and magazines with a background in education and 23+ years working with
children. For more ideas please contact Shara at [email protected] or visit www.mommyperks.com .
March/April 2011 | Homeschool Handbook 19www.TheHomeschoolHandbook.com
Content Area Literacy
curriculum
By: Jerry Bailey
StudentReading
Classification
WordRecognition
Level1
TextComprehension
LevelImpact of Student Reading
Level on Content Area Literacy
Independent LevelReader 99% 90-100%
Student is capable of learningcontent area concepts through
written text
Instructional LevelReader 95% 75-90%
Student is capable of learningcontent area concepts through
written text with classroomsupport and reinforcement
Frustration LevelReader less than 95% less than 75%
Student will rely solely onclassroom support and
reinforcement to learn newcontent area concepts
Reading to LearnIn 1925, the reading scholar William S. Gray
introduced teachers to the concept of Content Area
Literacy, or “reading to learn” in all content areas:
“[Reading] is essential in every content subject,
such as history, geography, arithmetic, science, and
literature. In fact, rapid progress in these subjects
depends in a large degree on the ability of pupils to
read independently and intelligently.”
Research by Thorndike (1916) and Betts (1948)
led to the following widely accepted classification
system used to determine whether students have
the skills to understand and absorb content area
concepts through independent reading.
20 Homeschool Handbook | March/April 2011 www.TheHomeschoolHandbook.com
1 Word Recognition Level is determined by the number
of pronunciation errors in 100 consecutive words in written
text. For example, an independent reader is expected to
pronounce correctly 99 of every 100 words of written text.
Reading levels measured in schools unfortunately place
a large percentage of students in the “Frustration Level
Reader” category. All students need to become at least
“Instructional Level Readers” to experience success in their
studies, and many schools don’t have the time or resources
to devote to the vocabulary development that will lead to this
improvement.
I believe all Instructional Level Readers have the capacity
to become Independent Level Readers with the proper
practice and support. That is what we want for our kids,
right?
What is a “science” word?It’s clear that words such as “gravity”, “conductor”,
“hypothesis”, and “fertilization” are involved in developing
literacy in science. It is also important that students understand
the words that accompany new concepts in science.
Words like “affinity”, “supposition”, “interdependence”, and
“inference.” These are the kinds of words likely to be included
in scientific word problems on standardized tests.
What’s a mother to do?If you’ve read my earlier columns, you know I’m a big
fan of etymology and root study. Study of roots, prefixes,
and suffixes in particular gives students the ability to “mean
out” words, just as phonics teaches students to “sound out”
words. It’s like teaching a person to fish rather than giving
him a fish.
If I’ve studied the root FORM and in so doing combined
it with the prefix TRANS in the word TRANSFORM, I have
a leg up the first time I see the word TRANSFUSE. If I’ve
studied the root FUSE, even if TRANSFUSE didn’t come up,
I can infer the meaning “to pour across” from the meanings
of the pieces. If I happen to be seeing this for the first time
on the SAT, I can look for a definition that contains the
keywords “across”, “pour”, “mix”, or “blend.”
If your children are good readers, their chance of success
in all subject areas increases substantially.
Jerry Bailey is the Chief Operating Officer of Dynamic Literacy and one of the authors of WordBuild®, A Better Way to Teach Vocabulary™. He proudly calls himself a word nerd, and can be reached at [email protected] or www.dynamichomeschool.com
or as VocabularyMan on Twitter™.
March/April 2011 | Homeschool Handbook 21www.TheHomeschoolHandbook.com
Overcoming the Fear of Science
By: Jeannie Fulbright
curriculum
wItH a frightened tremor in her
voice, one mom approached me at
a conference confessing, "We really
haven't done much science and I'm not
sure what to do."
"How long have you been
homeschooling?" I asked.
"Nine years."
Seeking to explore the situation, I
dug a little deeper. "How much is 'not
much' science?"—
With a huge sigh she admitted, "None."
This is not the first mom to confess her
"science neglect" to me, nor will it be the
last. Everywhere I go, I run into mothers
whose children can tell me the history
of the world and every battle fought
during Napoleon's reign, but they don't
know the difference between a gaseous
planet and a terrestrial planet. They
can explain the details of life in ancient
Egypt, but they do not understand the
purpose of that yellow powder we call
pollen. They can give you an accurate
definition of veni, vidi, vici and explain
why Brutus was involved in the plot to
kill Caesar, but they are unable to define
what features determine whether an
animal is a mammal, reptile, amphibian,
arthropod, or even a bird.
They know the past, but they have
little knowledge of the present world that
surrounds them. Our students need to
understand both. Just as all of history
is God's history, the world itself is God's
world, and science is our gateway to
discovering His work in it.
For some of us, the word "science"
conjures memories of tedious hours
sitting in a classroom, attempting
unsuccessfully to keep our eyes open
as a weary, underpaid instructor
droned on and on about kinetic energy.
Unfortunately, this is likely where many
people developed their distaste for the
subject. They sat in that classroom and
decided that science was indeed dull,
useless, and irrelevant.
Later, when these same people
began homeschooling their children,
they carried their fears and attitudes
with them. Sadly, because they never
understood science, they assumed that
they were inadequate to teach it. Like
the mother I encountered, after years of
avoidance, denial and false starts, they
need help.
If that's you or someone you know,
I've got some really great news. If you
choose the right tools, you can painlessly
make science a part of your homeschool
week. And if you need to, you can learn
science right along with your children.
What's more, our children can even learn
science without us! As a last resort, if
you have a true science phobia or little
time, this is my recommendation.
"How," you are asking, "can I
painlessly make science a part of my
homeschool week?"
Easy! By providing your children
with science reading material. That
may seem too simple, but it is truly
the answer to your woes. A child who
reads science learns science. You only
need to assign science reading as you
Her daughter proclaimed,
“Mom! That’s wrong. A million earths would fit inside the sun.”
22 Homeschool Handbook | March/April 2011 www.TheHomeschoolHandbook.com
would any other subject. It's as simple
as that. When you assign literature for
your child to read, you can substitute
science reading twice a week.
"But what about all those
experiments…all those messy projects,
with hard-to-find items, which never
work for us? That's why I can't do
science!"
May I be honest with you for a
moment, from one mom to another? In
spite of the fact that every great science
book has some hands-on experiments
for you to try (and some not-so-great
science books are made up entirely
of experiments), experiments are
not imperative for an elementary
student. For your child to have a
complete understanding of the planets,
pollination, the defining characteristics
of plants and animals, they don't have
to do experiments! Do they make
the subject more fun? Yes. Do they
increase the student's retention of the
topic? Yes. Will your child be missing
out on a great education without them?
No, Absolutely not.
Think about it. Some of the greatest
scientists of our past like Einstein,
Newton, Kepler and many others, did
not engage in science experiments
in elementary school. They learned
scientific knowledge by reading. This
is, in fact, the best way to obtain a
science education. Experiments are
nice to highlight and reinforce what one
has learned; but experiments do not
impart a science education.
I received an email about a year ago
from a mom who wanted to share her
daughter's experience with Exploring
Creation with Astronomy, published
by Apologia Educational Ministries. A
few years after her daughter completed
the course, they were playing a board
game. The answer to one of the board
game's questions was an inaccuracy
about how many earths would fit inside
the sun.
Her daughter proclaimed, "Mom!
That's wrong. A million earths would fit
inside the sun."
This was a fact she had learned
years earlier in the astronomy course.
I asked her if her daughter often looked
over her notebook.
She responded, "No. We didn't do
any of the activities or notebooking, we
only read the book." Yet her daughter
retained the things she read, even
without an activity to reinforce the
reading.
So, if experiments are holding you
back, drop them, and don't you dare
feel an iota of guilt about it. Just be
sure to provide engaging, interesting
science books for them to read. Let the
children read! They will learn simply by
reading.
Would they benefit from doing
assignments, such as notebooking and
experiments? Of course! However, if the
choice is between doing the activities
or not doing science at all...the answer
should be obvious.
If you provide science books that
engage your students, they will enjoy
learning from them. Though we may have
malcontented memories of molecules,
mitosis and mechanical energy, our
children's science experience can be
powerful and productive. And science,
for them, will evoke memories of
sitting cuddled in their favorite chair,
exploring the world and expanding their
knowledge of God's creation, as they
turn each page.
Copyright 2009. Reprinted with permission from Apologia Educational Ministries, Inc.
Jeannie Fulbright is the author the Young Explorer series of elementary science texts published by Apologia Educational Ministries, Inc. These books can
make learning – and teaching – science interesting and fun, opening your students’ eyes to the wonder of creation. For more information, visit Apologia Educational Ministries, Inc. at www.apologia.com, and join them on Facebook at www.facebook.com/apologiaworld.com.
LogicRhetoricLiteratureHistory
PhonicsPenmanship
March/April 2011 | Homeschool Handbook 23www.TheHomeschoolHandbook.com
By: Andrew Pudewawriting without tears
curriculum
teACHInG writing can perhaps be one of the
greatest challenges in home schooling. Because of the
bleakness of "grammar workbooks" or the lack of structure
provided in a "creative writing idea book,” many families have
inadvertently put English composition on the "back burner,"
only to find that their child is growing up fast and has had
little actual writing experience. Perhaps "reports" have been
done—you know, the kind we did in fifth grade—in which the
student copies sentences from the encyclopedia, trying to
change a word here and there so as to avoid plagiarism, until
he has enough to fill the page. Often a child will happily write
stories but balk at dealing with facts. Other children intensely
dislike writing stories, as they do not know any stories to
write. An extremely rare child will keep a journal. Most would
rather wash the dishes than write an essay. Unfortunately,
many parents feel that in order to teach writing well in a
home school situation one must have some type of advanced
training in English and education. Not true!
Fortunately, home school parents are strong in what is
most important--common sense. Realizing that in order to
teach anything effectively it should be broken down into
simple and manageable chunks, successful parent-teachers
see the wisdom in separating the problems of "thinking of
what to write" and "learning how to write." Much the same as
we would not expect a child to pick up a violin and make up
a beautiful melody without years of technique practice and
memorization, it is against common sense to ask a child to
sit at a blank piece of paper and expect him to "put down his
thoughts" without any practice in the mechanics of writing.
For many kids, the task is overwhelming and brings struggle,
frustration and tears. This need not be. Using a common
sense approach, a wise parent or teacher will allow the child
to learn to write using available information which he does
not have to remember or imagine.
Let him rewrite a fable or bible story he has read or heard
many times. Let him read or hear the story and then tell it back
in his own words before writing it. Let him use information
from a book or encyclopedia for a report, but instead of
24 Homeschool Handbook | March/April 2011 www.TheHomeschoolHandbook.com
writing without tears
Andrew Pudewa is the Director of the Institute for Excellence in Writing and a homeschooling father of seven. Presenting throughout North America,
he addresses issues relating to teaching, writing, thinking, spelling, and music with clarity and insight, practical experience and humor. His seminars for parents, students, and teachers have helped transform many a reluctant writer and have equipped educators with powerful tools to dramatically improve students’ skills. He and his beautiful, heroic wife, Robin, currently teach their three youngest children at home in Locust Grove, Oklahoma. For more information please visit www.excellenceinwriting.com.
You can enjoy teaching your child to write. Guaranteed.
To receive a free download of the talk The Four Deadly Errors of Teaching Writing go to excellenceinwriting.com/HHM
allowing him to copy sentences, have
him copy three or four "key words" from
each sentence and then reconstruct the
idea as a complete sentence himself.
Sometimes his will be better than the
original. Remarkably, this is the very
method that Benjamin Franklin used to
teach himself to write, as is recorded in
his autobiography:
‘About this time I met with an odd
volume of the Spectator. It was the third.
I had never before seen any of them.
I bought it, read it over and was much
delighted with it. I thought the writing
excellent, and wished if possible to
imitate it. With that view, I took some
of the papers, and making short hints
of the sentiment in each sentence, laid
them by a few days, and then without
looking at the book, tried to complete the
papers again, by expressing each hinted
sentiment at length and as fully as it had
been expressed before, in any suitable
words, that should come to hand.’
We can use this "Ben Franklin"
approach for our students and ourselves.
As the method is simple, keep the
content simple at first. Find an Aesop's
Fable or a short chunk of text from a
content book. Here is an excerpt from A
Beka's My America:
“In God We Trust" is written on every
United States coin. The word "Liberty"
is also on each coin. It tells each person
that this is a free country. Our country
was founded by men who believed those
words. It is because they trusted in God
that we have our liberty now.
To make a "key word outline," simply
choose the two or three most helpful
"key" words from each sentence. Use a
title to help. With your child, you might
create an outline that looks something
like this:
"In God We Trust"
1. Written, U.S., coin
2. "Liberty", also
3. Tells, free, country
4. Country, founded, believe
5. Trusted God, liberty
Then have the child verbally tell
back each idea using just the key word
outline. If the concept is unclear, feel free
to reread the original. This is not a test.
After the child can verbalize the idea for
each set of key words, have him rewrite
the information in his own sentences. It
might come out something like this:
"In God We Trust" are words written
on U.S. coins. "Liberty" is also printed on
each piece of money. Our money tells all
the world that we live in a free country.
Our country was founded by men that
believed in God. Because they trusted
God, we have liberty today.
The goal is not to reproduce the
original exactly; it is simply to have
facts and ideas to use for the purpose
of practicing writing sentences. For
older children, use a higher level of
reading material and make writing a
part of the study of all subjects. Not
only will this make the activity of writing
much less painful, it will strengthen their
understanding of the content being read
and studied. It is a highly effective and
common sense approach to learning
something: read it, tell it back, and write
it in your own words.
By using existing "source texts" to
rewrite and practice basic skills, children
can increase their confidence and
competence, gradually building their
writing stamina and fluency. Then, when
it comes time to put their own thoughts
into written words, the needed skills are
there. By separating "what to write" and
"how to write," you can teach writing
without tears.
March/April 2011 | Homeschool Handbook 25www.TheHomeschoolHandbook.com
Billy
organization
I StrOnGLY FeeL that kids need to take
part in the family chores. I think our job as parents is to
raise them to be independent adults. If they constantly
have everything done for them, once they are on their
own... they flounder around like fish out of water. They
want someone else to do it for them. I've seen it time
and time again.
A Few Points to Keep In Mind 1) Kids like routine
2) Kids need guidelines
3) Kids like to feel grown up
4) Kids like to help
Use these Points in a Positive WayRoutine and guidelines – Have a schedule for chores.
Make a job board. Here is a simple one that I made up. It
doesn't have to be fancy. The first name magnets I made,
I let the kids color their own. They loved that. But you
could also go the other route and make printables on your
computer and make them look vintage or something that
matches the kitchen or decor.
I started this when the triplets were three years old.
They couldn't read, so I drew the pictures. Even though
some of the chores like vacuuming might have been more
than a three year old could accomplish the way I might
want the job done... it gave them a sense of pride to help.
Of course I helped, and now at ten years old they know
how to do it properly.
For me... I go simple.
I use a magnetic dry erase board that I purchased at
a discount store. There isn't any reason you couldn't just
use your refrigerator for the magnets if you aren't able to
get a board, or have no place to put it.
I put the children's names across the top and the
Help Your Child By teaching Him to Help You
By: Sandy Jenney
Sue
26 Homeschool Handbook | March/April 2011 www.TheHomeschoolHandbook.com
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Sandy Jenney is a Professional Organizer, Blogger, Social Media Consultant, Pediatric Nurse, Mom and Step Mom to eight children including triplets. Read more on her blog at http://www.organizewithsandy.com/blog.
jobs they are assigned that week,
underneath their names. Age and
ability will determine how many chores
and of what level they are per child.
During the school year my children get
two chores per week (Keeping their
rooms clean, beds made and laundry
put away are routine chores. They are
not on the chore board). During the
summer when they are all home, they
have three chores per week.
Making The Chore Board I purchased a box of magnetized stickers for business
cards at the office store. They are a little pricey, but I still
have plenty left for future use. They are the perfect size
and the magnets are really strong. The sheets of magnet ic
stickers can be expensive and I have found that when you
cut the magnet sheet to size the magnet isn’t as strong.
Next, cut paper to size or use the backs of old business
cards. I like to write the chore (and picture of the chore) on
the card before I adhere it to the magnet. Then I just peel off
the paper backing on the sticker.
Cleaning Buckets - Feeling Grown Up and Making it Fun To Help
By giving them their own "cleaning bucket" it helps to make
them feel more important. The younger
ones can have something simple with just
some cleaning wipes, a sponge and dust
cloth.
If you color code your kids, then be
sure to have their bucket in "their color"
to keep them straight.
When they get to be a little older
and can handle cleaning chemicals
responsibility they can have something
more substantial. Keep it fun and colorful!
The more positive we go into it, the more
positive your results will be from your children.
It doesn't have to be difficult or pulling teeth in order to
have children learn responsibility. But I think as adults we
have the responsibility to teach our children how to live in
the real world... and that starts at home. Personally I think it
needs to start early. We aren't helping our children by doing
everything for them. We help them by teaching them how to
do things for themselves.
By: Davis Carman
christian corner
I hope the following "top ten" list gives you a reason
to smile. These may not be actual reasons that families
choose to homeschool, but they sure are some of the real
life benefits you can enjoy. Drum roll please.
10. Your kids never miss the bus.
9. Reading the Bible and prayer are allowed in the
classroom.
8. You don't have to make up snow days because you
never miss school due to bad weather.
7. You don't need a note for the teacher when you visit
the doctor.
6. You can wear pajamas all day long if you like.
5. Recess can last two hours on a nice, sunny day.
4. Your children don't have to read until they are
actually ready.
3. Playing with Legos® can count as learning.
2. The principal and teacher can kiss and hug in front
of the students.
1. YougettoexperienceGodfillingingapssobigthat
a school bus could drive through them.
According to several research organizations, the current
homeschool population in America is estimated to be 1.5 to
2.0 million students. In a recent report by the National Center
for Education Statistics (NCES), the number of homeschool
students grew 77% from 1999 to 2007. While the growth
of the homeschool population is worth noting, a pressing
question is "why?" Why are so many families choosing this
educational alternative? The NCES study has collected data
on this subject.
Reasons People HomeschoolAccording to the NCES study conducted in 1999, the top
reasons people gave for homeschooling were: 1) a desire
for higher academic excellence, 2) a desire to give religious
and moral instruction, and 3) concerns about the social
environment of public or private schools.
In 2003, these same three reasons made the top of the list.
When asked to give the number one reason to homeschool,
survey respondents answered as follows.
1. Concerns about social environment (31%)
2. Religious and moral instruction (30%)
3. Academic excellence (16%)
Notice how this list changed in the most recent 2007 study:
1. Religious and moral instruction (36%)
2. Concerns about social environment (21%)
3. Academic excellence (17%)
Did you observe what happened? Concern about the
social environment was the number one reason people
were homeschooling in 2003. This was big news when the
results of the study were reported in late 2004. Finally the
typical question about "socialization" could be answered
with an emphatic statement that it was not only A reason to
homeschool, but it was actually THE reason to homeschool
(emphasis added).
The New Number One Reason People Homeschool
As much as I thought the 2004 report had results worth
getting excited about, this most recent report has me really
smiling. Why? Why am I happy that the new number one
reason people choose to homeschool is because of religious
and moral instruction? I'm smiling because many families
may now be realizing that God's truth is more important
than anything else. I'm smiling because family discipleship
may be getting more emphasis than it did in previous years.
I'm smiling because homeschooled children may have an
opportunity to be equipped for today's battles, which are
between truth and lies, light and darkness, good and evil,
love and hate, blessing and curse, life and death.
All education is about whose knowledge, understanding,
and wisdom will be imparted. According to the truth found in
God's Word, knowledge, understanding, and wisdom begin
with the fear of the LORD (Proverbs 1:7, 9:10, Psalm 111:10).
God is sovereign, mighty, holy, awesome, full of glory, and
God is to be feared. If you are studying theology, philosophy,
worldviews, or apologetics, you need to fear God. If you
are studying general science, physical science, chemistry,
biology, or physics, you need to fear the one true God who
created it all. A creation-based, God-centered approach
to learning science, math, history, or any subject is vital if
children are to receive a Christian education. The heavens
declare the work and glory of the LORD (Psalm 19:1). Stand
in awe of what He did. Look, learn and study with a proper
fear of Him.
The reasons a family continues to homeschool may be
quite different from the reasons it started homeschooling
in the first place. I know my own reasons have changed
number One reason to Homeschool
the
28 Homeschool Handbook | March/April 2011 www.TheHomeschoolHandbook.com
dramatically in the course of thirteen years. I hope that
religious and moral instruction stays in the number one spot
(with a higher percentage) when the next report comes out in
four years. I pray that more families will look to Deuteronomy
6:4-7 and teach their children to love God with all their heart,
soul, mind, and strength. I trust that many more moms and
dads will diligently teach their children the ways of God in
the course of family life (i.e. as they sit, as they walk along
the way, as they rise up, and as they lie down). Is this not
a beautiful picture of family life? I hope it brings a smile to
your face as you consider the possibilities.
Christ as the Foundation of EducationAs a homeschooling parent, you have an amazing
opportunity. It is also a huge, God-given responsibility to
educate and disciple your children. What are your goals and
priorities? What are your reasons for choosing this lifestyle?
I would encourage you to make the knowledge of Jesus
Christ paramount. As a matter of fact, Harvard's "Rules and
Precepts" from the year 1646 included this statement: "Let
every student be plainly instructed, and earnestly pressed
to consider well, the main end of his life and studies is
to know God and Jesus Christ which is eternal life (John
17:3) and therefore lay Christ at the bottom, as the only
foundation of all sound knowledge and learning."
Scripture tells us that His divine power has given us
everything we need for life and godliness through the
knowledge of Him (2 Peter 1:3). In Acts 4:13 people were
astonished that the apostles spoke with courage and clarity.
Then they made the connection that these men had been
with Jesus. First, know Christ and make Him known. Next,
fear God and love Him with all your heart. Then teach these
things to your children with all the passion, energy, and
diligence you can muster. The homeschooling journey is
one full of adventure as well as trials. You need God to help
you persevere and to keep it all in perspective. Make Christ
an integral part of the whole process as you live by faith. It
will be worth it and your kids will be blessed eternally. Copyright 2009. Reprinted with permission from Apologia Educational Ministries, Inc.
Davis Carman is passionate about being a husband and father. He and the wife, Rachael, are homeschooling their seven children. Davis is the President/ Owner of Apologia Educational Ministries - a leading publisher of creation-based science curricula, designed specifically for
homeschoolers. Since 2002, Davis has served on the board of North Carolinians for Home Education (NCHE). He is also the North Carolina Ambassador for The Home School Foundation. For more information please visit www.apologia.com, or join them on Facebook at www.facebook.com/apologiaworld.com
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March/April 2011 | Homeschool Handbook 29www.TheHomeschoolHandbook.com
christian corner
A HOMeSCHOOLInG mother recently shared a story
about her 17-year-old son who had a job stocking grocery shelves. Within
a few months of starting his job, he was awarded two promotions. Sadly,
this was not the case for most of his co-workers. What made this boy so
remarkable to his supervisors? Take a moment to consider the likely answer
to this question. What traits do you believe this young man possessed?
This teenager showed character. He had a willingness to work. He paid
attention to detail. He was respectful of his elders. He knew when to work
and when to take breaks. He had a heart to serve. He also had a desire
to represent Christ. Now ask yourself how this young adult learned these
things.
There’s a famous quote—“You reap what you sow”— is often proclaimed
in the midst of a negative situation. Instead let’s consider it as a positive
exhortation to develop a master plan for our children’s character. If the
statement is true, then sowing properly must be a top priority for every
parent.
The 17-year-old boy finding success at his grocery store stocking position
was blessed to have parents who took the time to sow godly traits into their
children. You have the ability to do the same for your children.
“Sowing” into a child’s life starts at conception. Each year is foundational
and important; but the four years of high school are unique. It is during
these years that a young person increasingly opens to influence from all
surroundings. This is a key time for mature, godly influence to take solid
root. What a powerful opportunity God has given you as parents. Instead of
feeling overwhelmed by the thought of higher-level subjects, college entrance
requirements, and advanced expectations, embrace this opportunity to sow
solid seeds into your young person’s life. Consider the steps you can take
to help influence your high school student to have a growing heart toward
Christ.
Academics typically get prime focus once a student reaches grades 9-12.
It is very easy to emphasize a four-year program based solely on academic
success. Don’t lose the focus of godly influence as you prepare your student
for educational excellence. Biblical worldview and educational excellence
are actually natural partners. Encouraging Biblical analysis alongside the
study of classic literature and world history creates endless opportunities
for high school students to learn through the eyes of Christ. Traditional high
school level curriculum can to be incredibly influential on a student when
viewed from a Biblical perspective. Routine assignments become more than
just boxes to check. Don’t lose opportunities for your high school student to
clearly see the difference between a godly heritage and a worldly one. What
High School Students with Hearts toward Christ
By: Bret Welshymer
The 17-year-old boy finding success at his grocery store stocking position was blessed to have parents who took the time to sow godly traits into their children. You have the ability to do the same for your children.
30 Homeschool Handbook | March/April 2011 www.TheHomeschoolHandbook.com
High School Students with Hearts toward Christ
seeds is your curriculum sowing into
your high school student’s life? Keeping
Christ central through these crucial
years is one way you can encourage
your teenager to have a heart toward
Christ. Make sure Biblical Christianity
is the backbone of your high school
academics.
Extracurricular activities are
frequently considered “necessities” in
a well-rounded high school experience.
These activities are key opportunities
for parents to sow a godly influence.
Being involved in sports, clubs, music,
debate, and drama truly can enhance
high school level learning. I have often
encouraged such opportunities with the
high school students in my home. But
too many times these activities become
“gods” in the lives of all family members.
They go beyond their intended goal
of team building and goal setting and
take precedence in a student’s life.
Recognize opportunities to view even
these events from a Biblical worldview.
Be involved in these activities. Your
children are nearly grown now, but your
influence and knowledge of the activities
in their lives are still crucial whether
they think they need it or not. Know
their coaches, directors, and mentors.
Don’t fall to the mistake of believing
that parental involvement at this level
is not necessary or that all adults will
influence your child positively. Seeds
are being sown every time your high
school students attend a practice, event,
or meeting. Make sure godly seeds are
taking root and encourage your teens to
sow godly seeds around them.
Are you encouraging employment
during the high school years?
Entrepreneurship, family partnerships,
and carefully selected job opportunities
outside the home are strong ways to teach
financial and personal responsibility.
However, do not forget the notion of
instilling a heart to serve. The message
of a me-focused society is preached
from television sets, billboards, and
advertisements all across the country
as well as on the Internet. Taking time
to reach out to others is a God-focused
mentality. Utilize the high school years
to reinforce on an attitude of giving.
Consider a weekly service project as
one of the requirements for graduation
from your home high school; consider
choosing curriculum that encourages
such service. Sowing the seeds of
service in a young person’s life creates
a strong potential for future generations
to do the same.
What do you hope to see in your
children as they grow into young adults?
What are the skills needed to enable
them to fulfill the plan God has for their
lives? The answers to these questions
should become core components in
your children’s high school experience.
Whether you are still in the planning
stages, or have students in high school
now, it is never too late to make Christ
the central focus of your family’s
home school. Examine your student’s
curriculum, extra-curricular choices,
work opportunities, and service
projects. Then be sure to spend time
examining your own priorities as you
lead by example. Every day seeds are
sown into your children’s minds and
hearts. Treasure the high school years
as a God-gifted opportunity to carefully
lead your young adults toward Him.
Bret Welshymer is a pastor, counselor, homeschooling father, and devoted follower of Christ. With a MA in marriage-family counseling, years of
ministry in the church, and parenting children through the teen years, Bret brings a unique perspective to the value of homeschooling in a culture that is moving away from a Biblical worldview at a rapidly increasing pace. Visit www.mfwbooks.com for more information
?language?
in theirGod’s Wordhear
March/April 2011 | Homeschool Handbook 31www.TheHomeschoolHandbook.com
special features
dyslexia – A neurodevelopmental Approach
In AMerICA the ability to learn is becoming
a pressing topic of conversation in homes, schools and
government agencies. Our nation worries about the
education of its citizens. Companies are concerned about
their workers’ ability to learn. School budgets and finite
staff struggle under the weight of federal mandates and the
learning challenges of their students. Home school moms
question their ability to teach. At the heart of the struggle is
the debilitating diagnosis of dyslexia, which is affecting an
estimated 5-15% or more of our U.S. children, particularly
boys, and “…is the most frequently occurring learning
disability and the most common disorder of childhood”
(Richards et al, 1999).
By: Jan Bedell M.ND, M.Ed.
32 Homeschool Handbook | March/April 2011 www.TheHomeschoolHandbook.com
What is Dyslexia? Dyslexia, the word that strikes fear, dread, and despair
into the hearts of thousands of parents each year, is a
complicated and controversial diagnosis. Parents hear this
devastating diagnosis and are typically told that teaching
coping and compensating skills is the only answer. They see
this proverbial “pile of bricks” loaded
on their child’s back and are told he has
to carry it around for the rest of his life.
A definition used to describe, identify
and treat this malady was proposed
by the World Federation of Neurology
in the 1960s and states: “Dyslexia
is a disorder manifested by difficulty
learning to read despite conventional
instruction, adequate intelligence,
and socio-culture opportunity.” (Catts
& Kamhi p. 58). This definition seems
to focus more on what dyslexia is not
instead of what it is and has been
used for decades to label hundreds of
thousands of people.
Exploring the Symptoms
Many common dyslexic symptoms
have been articulated by the learning
disability researchers over the last
one hundred years. They include deficits in: phonological
awareness, balance, motor control, visual discrimination,
visual sequential processing, auditory processing, listening
skills and are often characterized by letter reversals
or transposing, clumsiness, figure drawing errors, and
heightened emotionality. A situation has been created where
more research has resulted in less understanding, which is
not the hallmark of a scientifically sound concept. But what
is to be made of unexpected reading failure in otherwise
average-functioning students (Kavale & Forness, 1998).
It is this author’s belief and experience that much of the
confusion and often ineffective treatment of dyslexia is due
to far too many professionals having the narrow view of a
“one size fits all” solution. It seems clear that with so many
different symptoms, many aspects of human development
are involved.
What Could Be The Cause?Many hypotheses are proposed for the “cause”. Some
say it is a hereditary neurological disorder; others blame
the structure and function of the brain; still others trace the
causes to auditory processing deficits, visual dysfunction
and or motor (cerebellar) dysfunction. Questions abound.
Could primitive reflexes be interconnected causing problems
with coordination of visual, vestibular and proprioceptive
systems necessary for good feedback to the individual
for reading? What influence do ear
infections have? What about cultural
reasons? The large amount of time
children watched television and
played video games, have caused
them to stare straight ahead and try
to read what is in the area of focus
without moving their eyes (Corso,
1997). Of concern here, too, is the
inhibited physical activity (Healy,
1994 p. 171). Confusion abounds to
both parents and professionals!
Current ApproachesFor many decades the traditional
treatment for individuals with dyslexia
has been a phonological approach
first introduced by Samuel Orton
(The Orton/Gillingham Method). The
question a neurodevelop-mentalist
(NDs) might ask is: Was the
approach he settled on too narrow
when he himself in the 1920s listed
multiple symptoms not related to phonology to describe this
condition? Although the evidence in favor of the phonological
weakness of dyslexics has dominated the scene recently, it
does not diminish the importance of the visual perceptual
problems that many dyslexics report (Stein, 1997) as well as
the myriad of other symptoms with various causes.
The Neurodevelopmental (ND) Approach
It seem reasonable to NDs that dyslexia actually results
from a combination of several different inefficiencies. They
would suggest that each case of dyslexia has a unique set of
causes that needs to be addressed by looking at individual
situations. This involves a global look at the child and specific
activities based on the findings, in each case, treating the
root causes. They look at the whole child and focus on the
causes instead of the symptoms!
When you hear “The ND Approach” think “neuro-
plasticity,” the brain’s natural ability to change and modify
dyslexia – A neurodevelopmental Approach
When you hear “The ND Approach”
think “neuro-plasticity,” the brain’s natural
ability to change and modify itself in response to changes in or enrichment of the environment
(Ratey, 2001 p. 167).
March/April 2011 | Homeschool Handbook 33www.TheHomeschoolHandbook.com
itself in response to changes in
or enrichment of the environment
(Ratey, 2001 p. 167). Plasticity is
present as long as a person lives,
otherwise stroke victims would
have no hope of regaining function.
ND is the study of the brain’s plasticity
to make advancements regardless of
the current condition of the person with
an understanding that abilities can be enhanced with brain
stimulating activities when applied with the keys of frequency,
intensity, and short duration over a specified period of time.
NDs believe that these three keys to input, used in the
stimulation of an individual’s auditory, visual, tactile, manual,
language and mobility systems, are the solution to causing
low or non-functioning parts of the brain to gain function thus
reducing dyslexic symptoms.
This unique approach relies on creating the right
environment for the brain to essentially heal the faulty
wiring, which causes dyslexic symptoms. Theoretically, the
ND Approach establishes learning difficulties as symptoms
of incomplete development and inefficient communication
between brain and body. For instance, if an infant is not
allowed to move from the stages of random movement into
more specific coordinated movement and experience cross
patterning activities gained through normal progression of
crawling and creeping, the organization of the brain will be
left in an incomplete state. A surprising 75% of students with
diagnosed learning difficulties never crawled (Corso, 1997).
Crawling even promotes a new level of brain organization, as
indicated by more organized EEG brain-wave activity in the
cerebral cortex.
Other Key ElementsNDs are keenly aware of the auditory system and the
important role that it plays in the acquisition of reading skills.
Auditory memory refers to the ability to take in pieces of
information, hold them in your mind and manipulate them in
the short-term (Ness, K. 1999). There is an understanding that
language skills such as speech, reading, writing, and spelling
develop only if the child has learned to “listen” (Goddard, 2002
p. 106). The auditory system is a major aspect of phonology.
All auditory deficits negatively affect phonological processing
which would explain why many dyslexics make slow or
minimal progress from phonetic instruction while others
benefit greatly. Phonics being an auditory system requires
decoding and holding sounds together to achieve words. It
would follow that the better an individual’s auditory processing
ability, the easier it would be to utilize phonics. However,
developing auditory skills is a challenge in a society, which
has become primarily visual. Developing advanced auditory
processing is highly recommended by NDs! It enhances the
ability to decode unknown words as well as increasing reading
comprehension. When low auditory processing exists, a
different reading strategy is required until the auditory deficit
can be remediated.
NDs also agree with prominent researchers in learning
disability history who noted issues with the visual system
of dyslexics from eye-hand coordination to tracking and
teaming, to central detail vision issues, etc. The visual
system does not act alone but relies on the vestibular and
proprioceptive systems for accurate information, confirming
the ND approach, i.e. an individual is an integrated whole with
different systems interacting and affecting each other. Eye
dominance (a subject too extensive for discussion here, see
“Learning Disability” article online) has proven a key factor in
correction of dyslexic symptoms. Orton (1938/1989), said that
“eyedness… is not so widely recognized as handedness, but
it is probably of equal importance” (p. 30). NDs have found
that when eye dominance coordinates with the dominant
hand and additional inefficiencies are addressed, dyslexic
symptoms diminish and often disappear entirely. Refer to
a bar graph, which shows the percentage of individuals
(personal clients labeled as dyslexic by other professionals)
that had mixed dominance as well as low auditory and visual
sequential processing.
ConclusionDespite enhanced buildings, longer school calendars, better
teacher training, advanced methods and curriculum, home
schooling or other one-on-one or tutoring type interventions,
the percentage of students with reading disabilities still
persists and even grows each year. In the author’s opinion
it is time for a paradigm shift! It is time to take a fresh new
look at these challenges through the lenses of the latest brain
research in cognitive neuroscience! When specific activities
are done each day to address the root causes of dyslexia,
functional ability is realized! When the brain can function more
efficiently, the symptoms of dyslexia are rare. This has been
the experience of individuals using the ND Approach.
Jan Bedell, M.Ed, an educator and Master Certified Neurodevelopmentalist, began her professional life with a love for little children and a deep desire to give them the best academic start possible.
Jan’s mantra is: “What the future holds is not predetermined or preset ~ what the future holds
is based on specific opportunities presented to the child or individual. When something different is done for the child’s brain development, the results can be entirely different - irrespective of their IQ.” For more information, please visit www.littlegiantsteps.com where a complete list of references and related articles can be found.
34 Homeschool Handbook | March/April 2011 www.TheHomeschoolHandbook.com
health & hearth
Please visit Veggie U on its new website early in April at www.veggieu.org there are games for students and recipes for families to try. The website hopefully will help families learn more about good nutrition and how to plant gardens. Chef friendly recipes like the one here will appear on the site.
A veggie U recipeKids' Calzones From The Culinary Vegetable Institutes’ Chef Michael Lyons
Serves 6
INGREDIENTS:1 ............... sheet puff pastry dough, cut into 6 squares
1 1/2 C .....marinara sauce
1 C ..........zucchini, diced
1 C ..........yellow squash, diced
1 C ..........bell pepper, diced
1 C ..........mozzarella, shredded
1 C ..........chicken breast, cooked, diced
1 ..............egg, beaten
2 ..............Tablespoons water
DIRECTIONS:
• Preheat oven to 375 degrees.
• Combine the egg and water in a small bowl to create the egg wash that you will use to seal each of the puff pastry calzones.
• Begin by taking approximately one tablespoon each of the zucchini, squash, bell pepper and chicken and place onto the center of each square of puff pasty.
• Top off with approximately 1-2 tablespoons of marinara sauce and finally 1 tablespoon of cheese.
• Next, you will be folding the square puff pastry with the filling into a triangular shape by bringing the bottom right corner over the top left corner. Before folding, lightly brush egg wash on the left side and the top of the puff pastry such that they will help stick the corners together. Carefully fold the puff pastry by bringing the dry corner over the egg wash corner and seal.
• You can use a fork to crimp the edges if desired.
• Lightly brush egg wash over the top of the finished calzone and place on a greased cookie sheet.
• Repeat with the other squares.
• Bake for approximately 15 minutes, or until the puff pastry has lightly browned.
Chef Michael Lyons and his sons: David Lyons, the older one, on the left, Jonny Lyons on the right.
March/April 2011 | Homeschool Handbook 35www.TheHomeschoolHandbook.com
wItH the long winter months ending and the sun
lingering longer in the sky bringing warmth and light, we are
all getting a little excited for the hot summer months! Not
only is the first spring day a perfect time for house cleaning
and car washing but also an ideal time to have a look over
in your medicine cabinet. Gone are the colds and flus but
emerging are the scrapes, insect bites and allergies. It’s a
perfect time to be prepared and ready to handle whatever
emerges through your front door.
Find a basket, fill it with the below suggestions and keep it
in the kitchen where everyone can see it. Have all the family
involved and active in being aware of what is in the basket
before anyone is in an urgent situation. I find that when
kids are involved, they are more confident in taking care of
their bodies. With short wearing and bicycle riding in high
gear, insects on the prowl, scrapes, bruises and bites are
inevitable. Below are my handy first aid must haves...
Health food store list:Arnica Cream
Suggested use: For bumps and
bruises, have arnica cream available
in the basket. We use it all the time in
our household. (PS We use the cream
regularly for growing pains as well).
Calendula or an all-purpose salve
Suggested use: This is essential
for many things but when there are
scrapes, mosquito bites or rashes
these is an ideal way to sooth and
heal the skin.
Rescue RemedySuggested use: Use rescue remedy
if your child is really having a hard time
with any pain, itching or is frightened. I
often suggest parent to take it first, in
order to calm them down!
Healthy Spring First Aid essentials
health & hearth
By: Dr. Heather Manley
36 Homeschool Handbook | March/April 2011
Homeopathic 30c ApisSuggested use: Ideal for any type of inflamed bug bites,
burns or stinging. Dispense 3 pellets into cap and place
under tongue (being mindful not to touch with your hands)
every 3 hours up to 3 times or until pain and swelling
subsides.
Castor oil packsSuggested use: Castor oil packs are a perfect remedy
for any type of digestives upset - diarrhea, gas, bloating.
Like hydrotherapy (see below), it enhances circulation and
promotes healing of the tissues and organs underneath the
skin. All that is needed is castor oil, cotton cloth and a hot
water bottle.
dIreCtIOnS:1. Pouroilontoflannel(wetbutnotdripping)
2. Heat up water for hot water bottle
3. Liedownandplaceoiledflannelacrossbelly
4. Placetoweloverflannel
5. Place heating source on top of bath towel
6. Rest for at least 45 minutes
7. When finished, place flannel in a container
and put in fridge for next use (when you do it
again, I suggest you add more oil)
House essentials:Taking a hot shower or applying a hot cloth to the affected area can
relieve allergic reactions. The hot water helps break up the histamine
reaction occurring in the body. Increasing your daily dose of vitamin c is
quite helpful as well.
Prepare a small bag of ice in you freezer and write on the bag, “ for
booboos only.” Have it handy and visible for all to see.
Hydrotherapy is a wonderful way to increase circulation and decrease
inflammation. Apply hot cloth to area (for example; sore throat) then alternate
with cold cloth. Repeat as many times as you wish but end with cold.
Basic first aid essentials:Easy to forget but quite essential for an everyday first aid kit are;
bandages of all sizes, butterfly bandages (for those cuts that are close to
needing stitches), tweezers for splinters, gauze pads and surgical tape.
Happy (and healthy) Spring!
Be well,
Dr. Heather
If you have or think you might have a health problem, contact your
physician or health care professional right away. Never ignore or
postpone seeking professional medical advice.
* EDITOR’S NOTE: The above advice and suggestions are solely those of the author. Brilliant Publishing LLC and The Homeschool Handbook magazine do not
accept any liability for the claims made therein or implementation thereof. Please see full Medical Disclaimer Page 4.
Dr. Heather Manley, who in 2001 received her medical degree from the National College of Naturopathic Medicine in Portland, Oregon, is a practicing physician whose primary interest is preventative healthcare for families. She is the author of Human Body Detectives, her educational series of story-telling
audiobooks and accompanying activity workbooks. She also promotes wellness and naturopathic healthcare on her website drheathernd.com. She lives on the Big Island of Hawaii with her husband and two daughters, and is currently at work on the next Human Body Detectives adventure.
March/April 2011 | Homeschool Handbook 37www.TheHomeschoolHandbook.com
By: Sandra Volchko
extra activities
Q-tips n’ Cotton BallsdIG through your bathroom cupboards and you will find
some very useful supplies to make fun spring animals with your
children. Yes, Q-Tips and Cotton balls make wonderful bunny
ears, tails, and sheep! Using multi-media is a wonderful way
to introduce texture into your art lessons.
Supplies
Cotton Balls
Q-Tips
Google eyes
Dried black beans (for sheep)
Glue
Scraps of pink foam/paper or pipe cleaner
How to make a Mini Bunny
1. To make the bunny’s feet simply you will need
four swabs. Cut the Q-Tips right at the end of the
swab and glue to the bottom of a cotton ball
2. Once the glue has dried turn your cotton ball
right-side up. To make the ears simply cut each
end off a Q-Tip and glue in place (swab side up)
3. Glue on two google eyes and a small piece of pink
paper or craft foam to make the bunny’s nose
Ste
P 1
Ste
P 2
Ste
P 3
38 Homeschool Handbook | March/April 2011 www.TheHomeschoolHandbook.com
Sandra is a Registered Nurse, a Mother of two, and the founder of www.busybeekidscrafts.com, a free resource for children’s crafts and activities. Sandra created this online resource to share with the world creative and inexpensive ways to spend quality time with children while at the same time teaching them valuable skills.
How to make a Mini Sheep
1. Glue four black beans onto a cotton
ball (these will be the sheep’s legs)
2. Turn your cotton ball over and glue on
two more black beans for the sheep’s ears
3. Glue on two google eyes and enjoy!
Ste
P 1
Ste
P 2
Ste
P 3
These mini sheep and bunny crafts are easy and quick to make and are best suited for children ages five and up. Toddlers
and Preschoolers can make their own Q-tip/cotton ball bunnies in a two-dimensional collage. You can find instructions for this
craft at: http://www.busybeekidscrafts.com/Bunny-Collage.html (image included)
March/April 2011 | Homeschool Handbook 39www.TheHomeschoolHandbook.com
internet news
StOrY Time For Me, founded in 2009, is a unique
literary website designed specifically for toddlers and
children ages 1 to 8 encouraging them to read and listen to
enjoyable, online, multimedia picture books. Story Time For
Me has released a library of FREE interactive multimedia
storybooks for homes, schools, daycares and libraries. The
program encourages children to read entertaining, animated
stories with socially relevant themes such as ‘Not to bully’,
‘Sharing’, ‘Being responsible for the environment’, ‘Helping
your neighbor’, etc. Access to books is essential to reading
development. The only variable that directly correlates
with reading scores is the number of books in the home.
According to A.C. Nielsen & Co the average child watches
over four hours of television per day and before finishing
elementary school, that same child will have seen 8,000
murders on TV.
Story Time for Me wants to give free access to 100’s of
quality children’s books. But that’s only part of their mission.
All books published by Story Time For Me teach good
morals and values with socially relevant themes. Books
with uplifting story lines can make a positive impression on
the minds of new readers. Their wholesome, entertaining,
animated books feature easily identifiable animal characters
learning to make positive decisions in everyday life situations.
Parents can be sure Story Time For Me books will entertain
their children while teaching them good moral values.
The Story Time For Me e-library offers compelling
storytelling with inspiring and memorable characters
designed to stimulate any child’s imagination. The content
improves the student’s cognitive development and reading
skills. The interactive language prompts provide children with
their own personal reading coach. Story Time For Me offers
teacher, parents and children valuable literary resources that
teach wholesome values through socially relevant themes,
while promoting healthy parental interactions that inspire and
foster a child’s passion for reading. According to Andrew
Gitt, co-founder of Story Time For Me, “The development of
this free library fosters a continued love of reading through
our multimedia storybooks. We are thrilled with the response
we are already getting from educators and schools across
the United States, and are currently expanding our outreach
efforts. Select branches of Goddard Schools, Bright
Horizons, Primrose, YMCA, JCCA, Childcare Network
and a dozen other National chains are using our books as
supplemental learning resources for their children.”
Story Time For Me is also excited to have Alana Ethridge
as their national spokesperson. Alana is 13 years old, lives
in California, and is always looking to help others. You may
remember her as one of the 5 students on “Are You Smarter
Than A 5th Grader”, on the 2006/2007 TV season. She will
be helping to introduce future Story Time for Me activities.
For information about Story Time For Me please visit
their website www.StoryTimeForMe.com or E-mail Jeff at
[email protected] or call Jeff at (314) 757-1031.
Story time For MeFree Online Children’s Books Offered to Improve Children’s Literacy and Character development
40 Homeschool Handbook | March/April 2011 www.TheHomeschoolHandbook.com
Product spotlights
KInderGArten LIterAtUre COLLeCtIOn“Mommy, read it again!” Children will love listening to this rich collection of classic and treasured
picture books, including The Tale of Peter Rabbit, Frog and Toad Are Friends, and many more.
A booklet with simple activities for each story is also included. The Kindergarten Literature
Collection is a companion to My Father’s World From A to Z complete kindergarten curriculum—
a year-long hands-on unit study of God’s creation—and provides a related story for each of the
26 thematic units.
Don’t miss this memory-making set of stories to use with any kindergarten curriculum or
to build your children’s library. Available exclusively from My Father’s World®. To order visit
www.mfwbooks.com or call (573)426-4600.
BOB JOneS UnIverSItYBob Jones University provides its students with a high-
quality academic program and a biblical worldview.
More than 60 majors are available with dozens of
concentrations. Bible instruction teaches the entire
Bible as the inspired, inerrant Word of God and the
authority for all of life. The comprehensive liberal arts core exposes students to a broad range of subjects to foster critical-
thinking, communication and problem-solving skills.
A thoroughly Christian environment makes developing Christlike character a priority, and leadership skills are grown through
more than 300 student-led outreach groups. Students enjoy a homeschool-friendly atmosphere where nearly 40 percent of
the student body has a homeschool background.
For more information visit our website at www.bju.edu, Email us at [email protected] orCall 800-BJ-AND-ME.
COMe LOOK wItH Me BOOKS“Do you think this scene looks warm or cold? Why? How would you paint the sky in your
own painting?” Questions like these invite children to not only look at Van Gogh’s The
Starry Night but to feel and experience it!
Come Look With Me: Enjoying Art with Children and Come Look With Me: Exploring
Landscape Art with Children gently introduce children to color, composition, and technique
from the 16th through the 20th centuries. Each book contains 12 full-color paintings,
questions to guide your discussion, and a brief history of the artist.
Engage the imagination and the eye while building verbal skills using these wonderful,
open-and-go books available from My Father’s World. To order visit www.mfwbooks.com
or call (573)426-4600.
HIde ‘eM In YOUr HeArt 2-Cd SetWhat better way to nurture the budding faith of children than to hide God’s Word in their hearts
through song! Steve Green’s classic CDs, available from My Father’s World® in this special 2-disk set,
teach your children over 40 life-changing Bible verses.
Build godly character in your children as they sing along with Steve and his friends. This Two-for-One
series includes such fun songs as “Do Not Worry,” “We Love Him,” and “The Fruit of the Spirit.” Your
entire family will enjoy this classic treasury as you easily memorize Scripture.
This set is available individually and as a part of My Father’s World®’s Preschool package. To order
visit www.mfwbooks.com or call (573)426-4600.
March/April 2011 | Homeschool Handbook 41www.TheHomeschoolHandbook.com
index/resources listADVERTISERS:
Page # Company/Title Author Web Address
IFC HSLDA www.freetohomeschool.org
5,9 Apologia www.apologia.com
11 Kinetic Books www.kbooks.com
13 MathUSee www.mathusee.com
17 Triangle Education Assessments, LLC www.TriangleEd.com
21 Dynamic Literacy www.dynamichomeschool.com
23 Memoria Press www.MemoriaPress.com
25 Excellence in Writing www.excellenceinwriting.com/HHM
27 The Homeschool Handbook Magazine™ www.thehomeschoolhandbook.com
29 Your Story Hour www.yourstoryhour.org
31 God’s Word for the Nations www.gwftn.org
IBC The Homeschool Handbook Magazine™ www.thehomeschoolhandbook.com
BC My Fathers World® www.mfwbooks.com
Contributors:
8 The Public School Parents’ Guide To… Kris Bales www.weirdunsocializedhomeschoolers.com
10 What They Need to Know… Sarita Holtzman www.sonlight.com
12 A Homeschool Parent’s Guide To… Sarita Holtzmann [email protected]
15 Etiquette in Training Monica Irvine www.theetiquettefactory.com
16 Ace the SAT Monster Jean Burk www.collegeprepgenius.com
18 Procrastination Barton Goldsmith www.bartongoldsmith.com
19 Simple Ways to set up your home to… Sara Lawrence-Weiss [email protected]
20 Content Area Literacy Jerry Bailey www.dynamichomeschool.com
22 Overcoming the Fear of Science Jeannie Fulbright www.apologia.com
24 Writing Without Tears Andrew Pudewa www.excellenceinwriting.com
26 Help Your Child By Teaching Him to Help You Sandy Jenney www.organizewithsandy.com/blog
28 The Number One Reason to Homeschool Davis Carman www.apologia.com
30 High School Students with Hearts Toward Christ Bret Welshymer www.mfwbooks.com
32 Dyslexia - A Neurodevelopmental Approach Jan Bedell www.littlegiantsteps.com
35 A Veggie U Recipe Barbara Jones www.veggieu.org
36 Healthy Spring First Aid Essentials Dr. Heather Manley www.drheathernd.com
38 Q-Tips N’ Cotton Balls Sandra Volchko www.busybeekidscrafts.com
Internet News:
39 Story Time For Me Jeff Gitt www.StoryTimeForMe.com
Product Spotlights:
40 Kindergarten Literature Collection www.mfwbooks.com
Hide ‘Em in Your Heart 2-CD Set www.mfwbooks.com
Bob Jones University www.bju.edu
Come Look With Me Books www.mfwbooks.com
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