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Beyond the beginning years I find it challenging to isolate these subject areas out of the big picture because everything is so intertwined. Here is my effort at filtering and categorizing my thoughts. We are barely out of the ‘beginner’ stage with my eldest so this is the trajectory we have begun and that I intend to carry through high school. I’m sure there will be adjustments along the way, but generally speaking …
Language Arts - for us also includes foreign languages both living and dead.
Reading
* living books
* a good book is a good book no matter the genre; exposing children to various genres allows us to explore thought and life in different ways
* Shakespeare - as of yet I’m undecided. I only ever read Hamlet and feel no sense of loss that I didn’t learn/study more. Perhaps I’m missing something though as so many have a particular love for Shakespeare. I continue to explore and be open.
* I will not teach writing a book report. A narration is good for me.
Writing
* narration - this is the practice of listening, retelling, summarizing. If one can organize and communicate thought orally, then putting it to paper is a matter of time - when the skill of writing is firmly established. I do write down some of my children’s narrations for them but mostly we are still at the oral stage.
* copywork - this began with strokes, then words, then phrases and now we are moving into longer text. This stretches vocabulary, helps to commit spelling to memory and find the clues to language rules.
* dictation - for us this is prepared. I choose a portion of a text we have been reading together. The child begins practicing it at the beginning of the week, by writing it out in full, writing out challenging words separately, creating ways of remembering the difficult words… At the end of the week I dictate the passage. If it is without error we move on. If not, we take more time the next week. The key to this is ‘a little bit of stretch’. Most words need to be familiar with a few to reinforce new vocabulary or language structures. This activity builds the habits of focus, excellence and of course is a natural way to learn sentence structure, punctuation, spelling.
* forms of vitality (Word Book, History Chart, Book of Centuries, Music Notebook, Nature Notebook, Commonplace Book, Enquire Within Book…) - ways for students to record their learning and helpful in making connections over time. I didn’t fully understand this until reading The Living Page by Laurie Bestvater. I would not recommend this book however until one has some understanding of Charlotte Mason’s philosophies as the forms of vitality are tools to support the philosophy.
* Cover Story & One Year Adventure Novel writing program www.oneyearnovel.com/ - I’m so excited about this one. I chose this because learning grammar rules in any language is painful unless there is a context. This provides the context to learn and practice in a productive way. I like that it is written from a Christian worldview thus protecting our kids a little longer. I like the middle school idea of poetry, short stories, non-fiction text which then moves on to the adventure novel with a sci-fi option along the way for high school. This is creative, independent and slow. There is time for processing and simmering. My intention with this is that we will repeat the program a couple of times. I imagine the output of each child will be different from year to year so they will gain, explore and produce more each time.
Listening
* narration - shows the ability to listen intently, process and output
Speaking
*speeches - I learned recently of a group of homeschoolers who learn famous speeches and practice delivering them (ie. I Dreamed a Dream by Martin Luther King Jr.) - including standing across the road from each other to learn how to project enough to be understood - neat idea
*practice reading for the purpose of communicating (from a book, written narration, readers’ theatre) : ie. speak slowly and clearly, look at the audience
* recitation (memorized poetry)
High School expectations - because I am disciplining myself to not get wrapped up in the detail and see that education is about the whole child and not the pieces, my expectations are not subject based because everything matters. So, if you're interested...
* Mom (& Dad) : provide a varied spread of learning opportunities with child’s input, aid when needed, sit back and watch
* Kids : to have a firm sense of their identity in Christ, to identify their gifts and talents that are to be used for the King, to listen to the Spirit closely, owners of their learning, flexible and creative, communicate clearly and proficiently
To be clear, although I welcome curriculum recommendations, I want to really know the 'why' behind your recommendation. Also why would you teach Shakespeare? How do you evaluate listening skills other than comprehension? Thanks.
For the sake of argument, for this post I would like to classify language arts (LA) into four categories. Reading, writing, listening and speaking. (this is how Andrew Pudewa Defines LA). Ok so I would like to ask you some open ended questions and your responses do not need to be linked to the previous person's post. Please share your views. My intention is to evaluate and build our reasoning for why we choose the curriculum we do. So, please fire away with why you would train your child in any of these four areas. Is one more important than another? Why do you like a certain curriculum? Why would you teach how to write a book report? Why do a book report? Why learn something about poetry, or write essays, or write a novel? Why make kids read genres of books they do not enjoy? What are your end of high school goals for your kids in the area of LA?