Read Aloud to Foster Counting Skills

Counting books cycle in our home; about every four years over the past two plus decades as little learners grow and start their quest to conquer the concepts and skills involved in counting. 

Noticing some of our favorites are disappearing from the library shelves, intentionality finds me adding to our home library so we don't lose our loves. 

How Many Snails? Rich, bold vibrant colors invite little learners to jump in and count! Though counting is the main skill reinforced, attributes, following directions, and processing fair well, too. One of our favorites! Author: Paul Giganti, Jr. 

M&M Counting Book. The familiar candies on the front draw readers to the content. Once opened, this book teaches counting through 12, counting sets, and beginning addition and subtraction. Author: Barbara Barbieri McGrath

Counting is for the Birds. The rhyming text makes this brilliantly illustrated counting-to-twenty book an all-time favorite of ours. Author: Frank Mazzola, Jr.

Cardinal Numbers: An Ohio Counting Book. Counting 1-14 with beautiful illustrations and real-world word problems on the last pages, this book is one of many in the Sleeping Bear Press series. A favorite for older children, too, as side bars on each page offer additional opportunities for curious learners. Author: Marcia Schonberg

Great Estimations. An intriguing look at estimating as an advanced counting technique. Great photography, fun examples, and helpful hints for counting objects in large numbers. Great for older learners, too! Author: Bruce Goldstone.

The Coin Counting Book. Counting takes another journey into the world of coin recognition and value. Great for beginner coin counters who have a piggy bank of coins waiting to be counted.  Another of our favorites due to the interest most kids have in money. Author: Rozanne Lanczank Williams.

Eating Pairs: Counting Fruits and Vegetables by Two. Reading and learning odds and evens go hand-in-hand with this unique counting book. We love that the numbers are written down the side bar of each page, begging for us to count along...again! Author: Sarah L. Schuette.

10 Little Rubber Ducks. Fictionalized counting story of a real-life event presented alongside the classic Eric Carle collage art. Bright illustrations and a intriguing story line. Great addition to the home library, for sure! Author: Eric Carle.

Large Print for the WIN!

"Mom, look what I found!"

In front of my face--so close I had to back up for my eyes to refocus--a familiar cover. Laura smiled contently at her beloved rag doll. I instantly knew the exhilaration of my young reader. I felt the same way forty years ago!

"Mom, I was looking for another Little House book and found this!"

A 8 1/2 x 11 hardcover large print version of a book loved for generations. 

Large print books serve well. Though often considered solely for readers who are visually impaired, large print books hold great promise for building reading interest and fluency.

Consider large print books for

• Early Emergent Readers. When reading aloud to early emergent readers--knows some letters, understands writing has meaning and therefore uses scribbles to create a "message", recognizes high frequency words in the environment--large print books provide big inviting font and extra line space for running a finger under words while reading (another important skill for emergent readers). Early emergent readers often find larger illustrations more appealing, too.
• Emergent Readers. Using an engaging large  print chapter book as a read aloud offers more print per page and  introduces complex sentence structures to budding readers, building auditory skills (when heard during read aloud) and creating templates for growing language development. The large print warmly invited my reader to a familiar prairie setting with characters she had come to love.  Another WIN!  
• Early Fluent Readers. Readers at this stage rely less on colorful illustrations (yet the still welcome a few), appreciate descriptive, new vocabulary and delight in varied sentence structure. These readers often look for books with more text on a page, hence the larger print provides the illusion of more words without compromising eyes to fine print. Large print chapter books, especially classics like the Little House series, offer all this and more. 
• Fluent Readers. When a younger child becomes a fluent reader desiring richer vocabulary, complex action-packed plots, and greater character development,  he or she is often faced with chapter books in fine font and void of illustration. Not so with large print editions. Large print editions offer all the story elements young fluent readers crave in a font which is easier on young eyes.

My young budding fluent reader appreciates the large font and over-sized illustrations of this large print edition of Little House in the Big Woods. All 8 1/2 x 11 --2 1/2 inches thick--has become a fast, clutched-to-the-chest friend, a welcomed companion for one building independent fluency. Since being discovered on the library shelf, the book has rode in the car for errands, traveled to Grandma's house, and helped pass time at an appointment. And perhaps the most precious gift this new friend has given is the nightly you-read-to-me-I-read-to-you moments on the couch: a team effort of enjoyment.

Large print for the reading WIN! 

The Thank You After the Letter (of Recommendation)

Letters of recommendation act as a means of introduction to a person’s work ethic, character, unique abilities, and personal or academic strengths. These letters accompany applications for employment, college admission, and scholarship monies. In some cases, these letters are highly regarded. Instructions and insights to these important documents, including sample letters, are included in my book Celebrate High School.

What happens after a letter of recommendation is written and submitted? What constitutes an appropriate thank you for someone who has taken personal time to speak on behalf of an applicant?

I have been on both sides of the letter.

As a mom walking alongside young adults who have sought internships, employment, leadership positions, college admission, and scholarships it was important for me to know and understand the letter of recommendation process—from inquiry to thank you. Gaining that knowledge, I could more effectively coach and encourage my young adults.

Having walked this path several times with my young adults, I found each experience unique and in large part, dependent on the young adult’s relationship with the recommender. Considering many aspects we were able to tailor the communication, inquiry, and thank you to each situation. Therefore, our plans of action did not follow any protocol, only our discernment and determination of what we felt was appropriate for each individual.

When our son sought a letter of character recommendation from a person with whom our family had interacted for several years—which included an influential relationship with our son—we decided a gift card to a favorite restaurant should accompany our son’s hand-written letter. There were years of conversations and meetings put forth on behalf of our young adult.

When our son sought a letter of academic recommendation from an online instructor (as required by the university) with whom he had only a semester worth of interaction—though she had commented often on our son’s ability and her confidence in his character—he thanked her with a sincere email. With only an email for communication, he was limited in his choices to show appreciation.

As a person who helps young adults achieve their goals, I am often asked to write letters of recommendation and scholarship. I am honored to fill this role in a young person’s life, and honestly, the best compensation has been a note of thanks and a follow up as to outcome of the opportunity.

Walking alongside a young adult, you may be asked for ideas in regards to showing appreciation toward a person who writes a recommendation.

Consider:

• First and foremost, express gratitude. Though letter writers are often honored to speak on a student’s behalf, gratefulness is always esteemed. Express thankfulness for the writer’s thoughtful comments as well as the time set aside to give attention to the letter. In addition, this person, having impacted the young adult may be of help in the future. In fact, most of the people who have written letters of recommendation for my children have indeed maintained friendships with us, some providing future employment leads and networking scenarios later.

• Giving the means of appreciation but  later provide follow up correspondence as to the outcome or impact the letter had on achieving the intended goal. As a writer of recommendation letters, I always wonder whether my efforts were successful; helpful to the young adult’s objective.

• Adding an explanation of why person is important or has been essential to the young adult’s development or education; a great complement to a handwritten thank you.

• High school guidance counselors and teachers as well as university professors generally agree that writing recommendations as part of their job as an education professional. Though this shouldn’t determine the means of appreciation, it does deserve consideration.

• Whether or not a thank you note is the preferred means of gratitude, an in-person delivery or face-to-face word of thanks is often highly regarded and appreciated.

• Some professionals will not accept gifts, monetary or otherwise. If your young adult presents a gift to the writer and it is returned, be ready to discuss why the young adult shouldn’t be offended by the decline.

What a thrill to watch a young adult of great character, work ethic, and ability obtain something he or she had worked so hard to achieve: winning substantial scholarship, obtaining university admission, being appointed to a military academy. I hope this post has equipped you so that you can experience the same delight.

This blog post is intended to offer an example of personal experience. It is in no way intended to be legal advice and should not be taken as such. Parents own the sole responsibility for the training and education of their children. 

No Goats for Us!

I am glad I didn't buy the goat!

Had I listened only to popular trends twenty-one years ago when I began homeschooling there'd be a goat in the back yard (or maybe several) and an AA in my son's back pocket when he graduated from home.

Neither would have been helpful to our family, and particularly for our son. 

There's wisdom in learning from the experiences of those who have walked the path. I've learned from many.  However, sometimes the experiences of others are not the best provisions or plans for us. Had I not taken the time to really ponder (insert prayerfully consider over a period of time) the goat purchase would have relegated my family to something short of best for them. 

Families are unique, as unique as the number and ages of siblings, as unique as the colorful array of personalities. Our growing family? No different; though some days I longed for it to be the same as another family, somewhere. It would have been easier to just do what they did.

Those first years of homeschooling taught me that if I wanted to be successful (whatever that was in any given year) I was going to have to do my homework, and love the family in front of me, not the family next door or the next state over. I needed to learn, but I also needed to find the goodness in what I had. I tried to

• Connect with my husband and my children, daily. When this started slipping, others things slipped, too.
• Attend local homeschool support group meetings--especially the panel format meetings where several moms shared their journeys--but prayerfully sift out the gold nuggets our family needed, not just take home what sounded good or ideal.
• Made time for the state homeschool convention. It was big! My first several years, I took in small bites at a time as not to overwhelm my brain with could haves, should haves, if onlys.
• Subscribe to a magazine for encouragement and continuing education.  From this resource (I like resources I can highlight and dog ear) I got ideas and perspectives from a wider and broader community of homeschooling families. I wasn't taking surveys, but I did want to get ideas of what worked for others. I could tweak for our learners.
• Read widely--again for continuing education and personal renewal--but reminded myself that anyone, even those not fully versed in the subject, could write an article or blog post. I learned this early on when I began regularly reading a column specific to  homeschooling high school, only to discover the author was high schooling her oldest at the time she wrote the articles. Yes, she had wonderful insight and ideas, but I realized I wanted perspective from someone who could offer "been there done that" or "I would have done this differently" or "this worked for one, but not the other". 

I didn't do all of the above my first year! YOU don't have to, either.

As I reflect on our homeschooling years, more than two decades and several graduates later, I realize though I have experienced a wealth of opportunities and milestones, and gained nuggets of wisdom, I am still learning.  There are still learners in my home--more learners, more unique perspectives and needs--ripe with potential.

And, I do know this, looking back, pondering...

• My son didn't need the goat. He didn't need the AA, either. He needed a mom who would allow him to study Chemistry for hours at a time, practice math problems over and over, and read books from a variety of interests all afternoon, if he wanted. This is what prepared him for college coursework: long stretches of study on the same subject.
• My other son didn't need the goat, either (but dual enrollment and an AA was helpful). He needed a mom who would put aside pride (fear of what other homeschooling parents would think) and allow him to join Boy Scouts. His time in scouting offered opportunities to learn experientially from wildlife commissioners, ornithologists, biologists, contractors, and business professionals. Interacting with people of all ages and a variety of backgrounds prepared him for his career as a physical therapist. And, he gained valuable leadership skills as he climbed to Eagle.
• My oldest daughter needed choices. Choices for how to learn. Choices in curriculum. Choices in course content. And, she didn't choose goat.

I know other families chose goat, and it served them well.  In some cases, very well. Ah, the beauty of home education and unique paths. Your child might need a goat. Then again, he or she may not. 

Glean from the experience of others, but don't be afraid to ponder and give second thought.

YOU have the wonderful opportunity to make choices for your family--goat (or other fascinating experience), the gift of time, undivided attention, personal tutoring, or a hand to hold along the way. The list is infinite because the needs of every family--and every member in that family--are different, not like any other family. 

Embrace the difference, the uniqueness. Time passes quickly. 

(I am just so glad our homeschooling hasn't--at least so far--involved goats!)

College Admission Requirements for Home Educated Students

I speak to rooms full of parents--everything from living rooms to convention halls--considering a home education journey for their middle and high school young adults. Most often we talk about specifics and how-tos. However, at some point, usually during a Q&A session, I am usually asked

"What about college admission?"

The answer to the question depends on the status of the student applying.

Home educated in our state means enrolled in the Home Education Program with the county of residence. Those students are home educated students by definition and will apply to colleges as home educated, non-traditional or non-accredited graduates. The term used varies college to college.

In our state if the student chooses to enroll in a private school for classes once, twice, or three or more times a week--or as a place of record--that student is considered a private school student and will apply to colleges as a private school graduate. Some colleges and universities require private schools to be accredited, by the state or by a regional accrediting agency. 

Generally colleges welcome home educated students with unique educational and extra-curricular experiences and varied community service opportunities, but it is always wise to check on the admission requirements of particular schools of interest. I recommend parents and students begin THE BIG COMPARISON--outlined in my book Celebrate High School--when several colleges have sparked a desire for further research. 

Don't assume.

• Universities are hiring counselors designated to serve home educated students. After reading online admission requirements, make contact with the counselor. Advanced research demonstrates interest and initiative.

• A running list of questions may be helpful.

• Early research allows parents and students to plan well. Gain the knowledge you need!

Locating the specific requirements for home educated applicants takes time. If your student's college of interest is not listed below, try 

• typing "homeschool" or "home education" in the search box of the college website.

• searching "homeschool coordinator" in the search box of the college website.

• contacting the homeschool admissions coordinator. Colleges and universities are hiring personnel to help their home-educated applicants.

• looking for homeschool admission requirements under the heading "non-traditional". Home education is considered a non-traditional method of education by many universities.

Direct links to information relevant to home-educated applicants:

Agnus Scott College, Decatur, GA

Amherst College, Amherst, MA

Appalachian State, Boone, NC

Arizona State University, Phoenix Area, AZ

Ave Maria University, Ave Maria, FL

Barnard College - Columbia University, New York, NY

Berry College, Mount Berry, GA

Bellhaven University, Jackson, MS

Belmont Abbey College, Belmont, NC

Bentley University, Waltham, MA

Bowdoin College, Brunswick, ME

Bradley University, Peoria, IL

Brandeis University, Waltham, MA

Brown University, Providence, RI

Bryan College, Dayton, TN

Bucknell University, Lewisburg, PA

California Institute of Technology, Pasadena, CA

Cedarville University, Cedarville, OH

Central Methodist, Fayette, MO

Charleston Southern University, Charleston, SC

Colorado Christian University, Lakewood, CA

Colorado State University, Fort Collins, CO

Columbia University, New  York

Covenant College, Lookout Mountain, GA

Drexel University, Philadelphia, PA

Emmanuel College, Franklin Springs, GA

Emory, Atlanta, GA

Emory-Riddle Aeronautical University, Daytona Beach, FL

Flager College, St. Augustine, FL

Florida Gulf Coast University, Ft. Myers, FL

Florida Institute of Technology, Melbourne, FL

Florida State University, Tallahassee, FL

Franciscan University, Steubenville, OH

Furman University, Greenville, SC

George Mason University, Fairfax, VA

Greensboro College, Greensboro, NC

Grove City College, Grove City, PA

Guilford College, Greensboro, NC

Hillsdale College, Hillsdale, MI

Houghton College, Houghton, NY

Indiana University, Bloomington, IN

James Madison University, Harrisonburg, VA

John Hopkins University, Baltimore, MD

Kansas State University, Manhattan, KS

LeTourneau University, Longview, TX

        Home School Endowed Scholarship - Le Tourneau

Liberty University, Lynchburg, VA

Marquette University, Milwaukee, WI

Massachusetts Institute of Technology, Cambridge, MA

Mercer University, Macon, GA

Messiah College, Grantham, PA

Methodist University, Fayetteville, NC

Montreat College, Montreat, NC

New Mexico Tech, Socorro, NM

North Carolina Wesleyan, Rocky Mount, NC (see page 15 of the college catalog) 

Northeastern University, Portsmith, NH

Oberlin College and Conservatory, Oblerin, OH

Ohio State University, Columbus, OH

Ohio University, Athens, OH

Olgethorpe University, Atlanta, GA

Patrick Henry College, Purcellville, VA

Pensacola Christian College, Pensacola, FL

Pennsylvania State University, University Park, PA

• Additional information about admission requirements for specific colleges at Penn State.

Pepperdine University, Malibu, CA

Princeton University, Princeton, NJ

Reed College, Portland, OR

Rice University, Houston, TX

• PDF Rice admissions

Rollins College, Winter Park, FL

Savannah College of Art and Design (SCAD), Savannah and Atlanta, GA

*SCAD admission required documents

Smith College, Northampton, MA

SMU- Southern Methodist University, Dallas, TX

Southeastern Louisiana University, Hammond, LA

St. Johns College, Annapolis MD and Santa Fe, NM

Stanford University, Stanford, CA

Stetson University, Deland, FL

Southern Methodist University, Dallas, TX

Syracuse University, Syracuse, NY

Syracuse University School of Architecture, Syracuse, NY 

• high school preparation for Syracuse Architecture

• Syracuse University School of Architecture portfolio requirements

Taylor University, Upland, IN

Texas Christian University, Fort Worth, TX

The College of William and Mary, Williamsburg, VA

Tulane University, New Orleans, LA

United States Air Force Academy, Colorado Springs, CO

United States Navel Academy, Annapolis, MD

University of Alabama, Tuscaloosa, AL

University of Central Florida, Orlando, FL

University of Cincinnati, Cincinnati, OH

University of Illinois, Urbana, IL

University of Michigan, Ann Arbor, MI

University of Minnesota, Minneapolis, MN

University of New Hampshire, Durham, NH

University of North Carolina, Chapel Hill, NC

University of North Florida, Jacksonville, FL

University of Notre Dame, Notre Dame, IN

University of Oklahoma, Norman, OK

University of Pennsylvania, Philadelphia, PA

University of RIchmond, Richmond, VA

University of South Florida, Tampa, FL

Valdosta State University, Valdosta, GA

Vanderbilt University, Nashville, TN 

Vassar College, Poughkeepsie, NY

Washington State University, Pullman, WA

Wheaton College, Wheaton, IL

Yale University

• thoughts on admissions at Yale

I do not receive any compensation for inclusions on this list. It is completely random--I add to the list as I research and work with families. This list is not intended as endorsement or advertisement; simply as a helpful tool to aid and encourage. 

This list grows and grows. Check back for new additions. 

Sale

Celebrate High School: Finish with Excellence

Sale Price: $25.00 Original Price: $29.99

High school is not a one-size-fits all experience. The journey is unique for every student. Celebrate High School equips parents and students of any educational philosophy with easy-to-follow explanations, ready-to-use examples, and parent testimonials.  

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Add to Cart

This blog post is intended to offer an example of personal experience. It is in no way intended to be legal advice and should not be taken as such. Parents own the sole responsibility for the training and education of their children. 

Celebrate High School- What Matters?

"As you walk through the last years of your student's high school journey, remember the final celebration is less about the knowledge stored up in the student's mind (though that is important) and more about whether the young adult understands his or her strengths and how those strengths will bring value to whatever he or she endeavors." 

Celebrate High School, 2015 revised edition

Celebrate High school is available here!  

 

A New Year to Create, Cultivate and Celebrate

How will you be intentional to create, cultivate and celebrate in your home?

Perhaps...

• Organize an art corner where ingenious minds can create.
• Refresh art supplies. Introduce a new medium.
• Bind last year's art masterpieces creating a portfolio to celebrate progress and change. 

• Offer new tools to cultivate life learning --protractors, microscopes, compasses, templates, 3-hole punches, staplers, balance scales
• Use New Year savings offered by digital scrapbook companies to create a family memory book where accomplishments and memorable favorites can be celebrated...TOGETHER!
• Provide blank books to budding authors and illustrators. Cultivate the need to create! 
• Say "yes" to requests for household trinkets and treasures. They may just be the next patent in the making. 

• Purchase a personal bookcase to fit bedside the contagious reader. 
• Read to the emergent reader eager to build fluency. Celebrate the sentence read and the chapter completed!
• Post a black-out list where newly mastered multiplication facts can be crossed off.
• Champion ideas and celebrate milestones. 

Loving Young Adults through Transitions and Decisions

College finals week. Laundry mishap ruins a favorite shirt. Misunderstanding with a close friend. Moving out. Wedding planning.

Life decisions and transitions breed stress, lack of confidence, doubt. 

How can a parent help a young adult through transition and difficult times?

Listen first, ask later. People crave a listening ear, especially when things go awry. Young adults are no different.

Text. A short line of encouragement shortens anyone’s long day.

Public praise. A positive public comment, whether live or on social media, adds spring to rough steps. Statements about character and work ethic speak volumes.

Make a date. Invite a young adult to share coffee or ice cream at a favorite sweet spot.  Getting away with someone who can encourage and build up, even for 30 minutes, adds vitality.

Say, “I like you!” Strong words—needing to be heard over the clamor of good grades and long hours—can be scribed on a napkin, placed on a piece of paper under a coaster or included in a text message. We all long to be liked for who we are, not just the grades earned, the kudos given or the numbers accumulated.

Wash a load. Offer to do a load or two of laundry. For students who usually do their own, having someone help in a time tight transition assures fresh socks and towels will greet a difficult day.

Fix a favorite. Nourishment when under stress is essential. Cook up a favorite meal and serve with a listening ear. If the young adult lives independently, offer to drop off something special at his or her convenience.

Ask. One of life greatest questions, “How can I help?” can be a blessing in a “give me more” society.

Surprise them. Drop off a surprise—balloon, cookies and cupcakes work well—at your young adult’s home or office, or leave a bouquet of flowers on his or her workspace, even if that workspace is in your home.

Instant message. In the days of instant contact, make it count! Everyone loves to answer the “ping” and read sweet thought.

Empathize. Send a letter or special card, snail mail. We like our inbox messages, but a letter in the mailbox still says, “I care about you!”

Be a study buddy.  When your young adult is studying hard with more assignments on the horizon, offer to work together at a venue away from home. Take your work—even if it is catching up on emails—and accomplish tasks together.  Fresh space speaks fresh mind.

Life can be difficult, transitions tough to tackle. All of us face them.

I remember one evening, about a year ago, my then college junior had taken up study camp in his quiet bedroom. I had not seen him in a few hours. Then, out of the corner of my eye, I saw the bedroom door open. He emerged, eyes tired, weary. When he entered the kitchen to refill a water glass, I quickly scooped up a few bite-size chocolates and tip-toed down the hallway. My mission—set a few chocolates on his textbook.

Several minutes later I heard him close his door and then reopen. “Hey, who put these there?”

Mission accomplished. I met him in the hallway. We smiled simultaneously.

No need to exchange words. We both knew.  

Young adults, even good time managers and planners, will face transitions and decisions—a natural part of life. As parents when we walk with our young adults, offering words of endearment, a shoulder to hug, an ear to listen, a prayer to share, we are model what walking with someone through difficulty looks and feels like.

As with anything in life, balance and prayerful consideration is needed. We cannot do their course work, take their online exams or show up at important meetings. Most importantly, we cannot fix their mistakes or solve their problems. And if we attempted a rescue, often the solution or answer we fashion is limited to our perspective or vantage point. How much better to help the young adult process the situation and allow them to work out a solution?

Lessen stress of life decisions and transitions, patting a back or offering help. Build confidence, commenting on a character attribute. Fill the holes of doubt with words of affirmation and hope. In doing so, young adults learn how to walk through transitions and decisions with someone by their side, and will be better equipped to stand alongside someone else in the future. 

"Let's Get the Microscope!"

"Mom, look what I found!"

"Let's get the microscope!"

"Let's see what else we can find!"

"These are so cool!"

"Let's put these in baggies to save with the rest of our specimens."

(Interject mom: "Let the rolly polly go outside!")

High school student enters the conversation.

"Hey, I just studied feathers in biology! I wonder if you can see the hooks?"

Littles, curious, wonder. 

"Let's see!"

"Wow!"

"Get the camera! I bet we can take a picture of this!"

And so goes the morning of learning. 

Three littles, one microscope + a high schooler + a camera = wonder, curiosity and learning.

Clay Day

At a local craft store, my girls cashed in on a 40% off coupon, wrapped their arms around seven pounds of clay and hurried home to the kitchen table. Clay creations came alive. Our table was covered in gray dust. We used several resources to learn more. One, Fun with Modeling Clay, was penned by one of our favorite children's author illustrators, Barbara Reid. Barbara wrote Two by Two which she illustrated with clay figures. Creative and intriguing to my children. 

Later, our oldest daughter made some cooked play dough, a huge hit with the little learners in our home. She used the crumbled water-stained recipe card* I used when I taught preschool. Gathering ingredients, she measured each and combined in a medium cooking pot, cooking on medium heat until the dough formed a ball. 

.

Playdough

1 c. flour

1/2 c. salt

1 c. water

1 tbsp. vegetable oil

2 tsp. cream of tartar

*The old recipe was hand-written on a piece of scrap paper and given to me by a mentor teacher. No idea where the teacher found it.

Digging Deeper

On our clay day we spent several hours working with clay, experimenting with techniques, watching online tutorials, reading author websites, measuring ingredients for the homemade clay, following directions, calculating cost of clay per pound based on what we paid, and working alongside siblings collaborating while sharing and taking turns with tools. Much was accomplished with just seven pounds of clay!

As a family, we enjoy learning about the lives and hobbies of the authors we read. We always read the About the Author and connect with any links they provide. If we desire to dig deeper, we search for the author website online. These learning trails often offer opportunities to learn geography, history, and science. 

Mentors Matter

We champion finding mentors in fields of interest. All of our school-aged children have gained great insight into areas most intriguing to them, from Olympic competition (we conversed with an Olympic runner from the Wilma Rudolph era) to successful entrepreneurs (no better way to learn about business than from someone who owns one). Each unique experience was recorded in our learning logs, sometimes by written word, other times photographically.

Learning alongside a mentor proves one of the highest retention rates.

Hence, we use this means of learning whenever we have the opportunity.

Participating in the Young Eagles Introduction to Aviation class has been one of our favorite learning experiences. Recommended for children ages ten through eighteen, this eight-week class taught by pilots and aviation professionals offered my children opportunities to learn about aviation from people who know it best.

Each class focused on a topic: weather, air traffic control, flight planning, pre-flight check, and aviation careers. Each week professionals planned an applicable experiential activity. My children toured hangers took a field trip to a working air traffic control tower and learned how to navigate a flight map from a commercial airline pilot. The final class included a graduation flight. Participants in the class were divided into groups of three, each group having the opportunity to fly one leg (after safe take-off by the pilot) of a three-leg flight, flying in and out of three airports. After the flight, participants were given a flight log—which they continue to build for their aviation career—signed by the supervising pilot, a certificate of completion, and a code for ground school should the student want to continue their journey to becoming a pilot. 

"There's Math in My Candy Bag!"

All that candy!

This may be a proclamation in your home this week.

If so, perhaps one of these simple adventures could add a fun twist to your learning.

Measurement (linear) 

Young children, generally preschoolers, often learn to measure in non-standard (inconsistent) measurements before they measure in standard (consistent) measurements. Non-standard units might be blocks or perhaps toy cars.

So, why not Snickers?  

Snickers, or any candy bar for that matter, can be a non-standard unit of measure.

How many Snickers high is Dad? How many Kit Kats long is the bed?

Draw a visual representation. 

Measurement (weight)

Weigh your candy on a kitchen scale. Did everyone collect the same weight amount? This activity offers opportunity for children to learn to weigh objects and read a scale. To extend this activity, have the children estimate the weight before placing on the scale. If the estimation and the actual weight are written on paper, demonstrate how to subtract to find the difference (how close the estimate was to the actual weight). 

Sorting and Counting

Skittles and M&Ms create wonderful opportunities for sorting, counting, comparing, and graphing. In fact, if you have an abundance of fun size bags, consider inviting another family or a a group of friends to learn too! 

Small candies work well for set creation, comparing and counting. We used Smarties and Sprees for counting by fives and tallying. 

Graphing 

Sort out two different types of candy bar from the collection. Ask each member which candy bar is his or her favorite. Offer each his or her favorite to eat. Save the wrappers to make a "favorites" graph. 

Fractions

Packages with multiple colors of candies--Skittles, M&Ms, and Starbursts--are great for teaching fractional parts. Count the total amount. Sort the colors. Make a visual representation of each color in relation to the whole. For example, if there are 16 Starbursts and 4 are orange, the written fraction would be 4/16. Taking a step further, 4/16 is equal to 1/4 of the package. 

Percentage

Halloween behind us, stores in our area are posting opportunities to use practical math, for example 50% off $6.99, 75% off retail, and buy-one-get-two free. Take photos of these while out and work the math when you arrive home. OR, do it in the store to determine whether the sale is a "deal". 

Operations and Equations

My older children love to use math to determine whether or not they are getting a "sweet" bargain. We figure out cost (If a bag of candy costs $3.99 and the sale is 50% off, what will be pay?) and cost per unit (If the bag of fruit chews costs $2.19 and there are 50 chews per bag, what is the cost of each individual chew?). I also make up additional hypothetical scenarios (If you have a $10.00 bill in your pocket and the candy is $3.29 per bag, how many bags could you buy and how much change would you receive from your purchase?) This often leads to conversation about sales tax, taxable and non-taxable items, and cost per pound.

These yummy math ideas (and more) are compiled in my Flip Three Pancakes With One Spatula book, a resource I put together after years of hands-on math activities. Yes, my children love to eat their math. 

Ideas from the Flip Three Pancakes book. 

Making Learning Relevant for Middle and High School

Though summer annual evaluation season ended a few months ago, I continue to post frequently asked questions to help equip and empower parents.

 Knowledge is power in the high school years 

and adds confidence to the journey.

 

One mom asked:

Recently in our area there seems to be limited diversity in learning environments for middle and high schoolers. Many venues provide only traditional classroom settings or online meetings. This is not the best setting for my child. What other opportunities are available and acceptable?

 This is a tremendous question with valid concerns.

 First, check the home education laws in your state

 Second, having some experience with online learning is beneficial. Online education is growing. And, it did prepare our graduates for post-secondary education.

 Those points being said...

Home educated middle and high schoolers have the opportunity to partake in a variety of learning environments; a definite advantage over their public and private schooled peers.

Our middle and high school students learn widely from a variety of environments. One started a business and learned on the job, everywhere from church fellowship hall craft shows to convention trade show floors. Another learned from independent study, volunteering, and conversation from professionals in the field. Still another learn from contractors, field work, job shadowing, and collaboration with peers. Our home education statute allowed us the freedom to utilize these means. We are all grateful we could fit learning with learning style and student interest.

When designing courses or considering courses for middle or high schoolers the learning environment is essential and often dependent on the learning style and strengths of the individual. For example, if the student learns best by observation, perhaps best fit environments would include laboratory settings, field work, internships, job shadowing, or apprenticeship. In these settings, the student can observe to learn. If the student is an auditory learner the best settings may be research laboratories or classroom instruction.

When the course is complete, if our students were applying for a university requesting course descriptions in addition to a transcript, I made sure to be specific about which environments the student used. Often the environments, being different than a typical classroom or online setting, were intriguing.

Yes, the reward was worth the effort. The contents of the course descriptions, transcripts and cumulative folder were the documents which set a solid foundation for resume writing.

 And in the end, as we--student and parent--looked over documents, the accomplishment was a part of our celebration of high school and the ability to finish with excellence.

 As you consider the potential learning environments your learner may have access to, ponder how those opportunities may benefit your young adult. The results can be astounding.

Who's the Author? A Compilation of Children's Author and Illustrator Websites

Pulling one last copy of my now out-of-print Check These Out, I reminisced about the contents, feeling sad the content is no longer available.

The unit study needs a face lift. Check These Out will get the revision in due time. 

Until then, I will be compiling  author and illustrator websites for the authors studied in Check These Out, here.

I know many of my readers access these sites as they introduce their children to the people behind the picture and chapter books so well-loved. Every story written carries the fingerprints of the author. Hence, our family enjoys learning about the people and experiences which influence our  favorite literary treasures. 

For example, did you know E. B. White, author of the beloved Charlotte's Web, lived on a farm? He did!  And, Robert McCloskey, author of Lentil, played the harmonica. Interestingly, the main character, Lentil, played the harmonica. 

Robert McCloskey

Virginia Lee Burton

Patricia Polacco

Jean Craighead George

Beatrix Potter

Cathryn Falwell

Denise Fleming

Lois Ehlert

Eric Carle

Jim Arnosky

Dr, Seuss

Jerry Pinkney

Author autobiographies and biographies are two additional means of learning about an author. Watch this book trailer for In the Words of E. B. White.

Benjamin West Mini Study

Celebrate the simple in learning from an intriguing read.

It's been a few years and a few children ago that we read Benjamin West and His Cat Grimalkin by Marguerite Henry (yes, the author who wrote the beloved Misty of Chincoteague, another classic worthy of the read). The book introduced us to the Father of American Painting, an artist of whom we were unfamiliar.

Recently, the youngers were introduced to Benjamin and the olders were reacquainted while reading Benjamin West: Gifted Young Painter by Dorothea J. Snow, a biography from the Childhood of Famous Americans series. We were all intrigued, just as we were years ago at our first introduction.

Little known facts we learned:

• Benjamin wrestled with how his God-given talent could possibly be woven with his Quaker faith, giving his family and his church a new perspective to consider.
• Benjamin was creative and industrious, making the best of what he had, from colored clay (insert science study here) to using his cat's fur to make paintbrushes (there is a character lesson of truth telling here but I won't spoil the story).
• Benjamin was a court painter for King George III.
• Benjamin taught famous painters Gilbert Stuart (think famous portrait painter of George Washington) and John Trumbull (think Declaration of Independence)

Interesting new vocabulary we learned from our reading journey through Benjamin West: Gifted Young Painter .

• Satchel
• Provost
• Ramshackle
• Aghast
• Daub
• Folly
• Hautboy
• Chortled
• Nape
• Comely

We finished the COFA biography today. As I read the last word of the book, a little perked up, interested:

"We have to find out more!"

Yes, we can. And so can you!

Look up these painters in your favorite set of encyclopedia (yes, they still exist), explore Google images, and watch a few You Tube videos.

We:

• Analyzed several paintings from each of the artists, beginning with Benjamin West's mentioned in the COFA biography: William Penn's Treaty with the Indians and The Death of  General Wolfe. A discussion ensued regarding how artists depict history in their work and whether or not the history is accurate.
• Learned of the friendship between Benjamin West and Benjamin Franklin and then studied the the significance of Benjamin Franklin Drawing Lighting from the Sky. A great lesson in history and art appreciation.                  

A good story sparks an interest.

"Mommy, Benjamin influenced many artists. May we find out more about those artists?"

• Charles Willson Peale
• Gilbert Stuart
• John Trumbull
• Thomas Sully
• Samuel F. B. Morse

A spark ignites an interest, lights a new fire.

More to do:

• Differentiate between portrait and self-portrait. Paint or draw your self-portrait.
• Create a time line of the American history occurring at the time Benjamin West and the other painters were painting. What events were taking place? Did the painters have anything in common?
• Talk about other events in American history happening about the same time.
• If you had the opportunity to meet Benjamin West, Gilbert Stuart or John Turnbull, what questions would you ask them about their work or the time in which they lived?
• Learn about the Quaker faith and how it is similar or different from the faith of your family.
• Read Barbara Brenner's The Boy Who Loved to Draw, biography of Benjamin West. If reading more than one book about Benjamin West, discuss how the books are similar or different. Compare facts in each work.

A spark ignites an interest,lights a new fire.

That's the ever giving blessing of cultivating a love of learning.

"It's All Yours!" : A Money Counting Life Lesson

"Mom, Josh gave us all the money he found in his car. And, he said we could have it if we could count it!"

There's power in words. 

Twenty-six years ago, a four-year-old, math-savvy preschooler cleaned great-grandpa's pockets. 

"Josh, if you can count it, you can have it!" Great-grandpa quipped. Little did he know his pockets would be empty when he left the family Christmas Eve gathering.

Josh counted every coin and left $6.72 richer.

Even more important, a relationship spanned and deeped across three generations. Josh made a connection. The words—the challenge—fueled the learning.

Would he really give all he had? 

A challenge and some change made an impact. And, it repeated itself.

"Mom, Josh gave us all the money he found in his car. And, he said we could have it if we could count it!"

I inquired.

"What?"

"Josh gave us all the money he found in his car and we are counting it. If we count it, we can keep it."

I heard correctly and immediately remembered the similar day, Christmas Eve long ago.

Dimes, in piles of ten, for 100. Pennies in piles of ten for ten. Methodically organized for a simple LAST count. 

$34.15

"Mom, is he serious?"

"There's $34.15 here!"

"Did he know how much was here?"

I bet he did.

Josh wasn't worried.

He gave, but he also inspired. His heart for the relationship—his memory of what had been given him—extended to give another GIFT!

I was thankful for the counting practice, but honestly, what made my heart swell was what the girls experienced.

Someone freely gave to them, not worried about the amount. Just gave. 

"It's all yours!"  meant much more than a pile of change. 

Will they pose the same challenge one day?

I bet they will! 

Magnificent, Make-A-Difference Middle School

Celebrating high school begins in middle school. Given opportunities to develop strengths and interests, the middle school years and their subsequent experiences set the stage for future decisions. Decisions move middle schoolers forward, or set them back.

Middle schoolers need coaches, cheerleaders, people to cheer them on, answer their questions, affirm their successes, and come alongside when ideas fail. Like adults, middle (and high schoolers) gravitate toward sources or encouragement and affirmation.

Our experience is that middle and high schoolers will hang out most with those who encourage and affirm them best. 

Mike and I were (and still are with our current middle and high schoolers) intentional to champion their interests. As a result we were (are) invited into their successes and their messes!

Middle schoolers need help understanding themselves. Mike and I have learned that before we can help our middle and high school young adults understand themselves, we must know them! To know them, we must spend time with them (even when it's hard to be with them). Spending time means observing, listening, and asking. We watch how they respond in both stressful and rewarding circumstances. We observe what activities they enjoy and what makes them smile. Body language and verbal responses are windows into their hearts. What they read expresses their interests. Who our children talk about gives us understanding into the character they emulate or respect. Knowing our children takes diligence and purpose, but is deserving of my time and energy.  

When we come to know our children--what motivates, intrigues, and captivates them--we can begin to help them understand themselves. 

Middle schoolers want to make a difference. Middle schoolers need time and experiences to help them understand who the are and what they can contribute to the family, community, nation, and the world.

They need something to ponder, practice, and pursue; a way to make a difference. 

Making a difference they feel the satisfaction of collaborating and contributing, serving and giving.

Middle schoolers need help managing their time.Several facets of life motivate middle and high schoolers to manage their time: knowing they have skills to solve a problems, having a project to complete or understanding their skills can contribute to a cause. When these aspects are discovered and fostered, managing their time matters.

Time management is a necessity for accomplishment.

Middle schoolers encouragement for organization.Middle schoolers are not usually naturally organized. They usually need parents to help them brainstorm ideas. They need someone to take them shopping for organizers.

Organization is often key to time management. 

Middle schoolers need help finding and using resources. Middle schoolers have ideas and interests they want to pursue. There are things they want to build, books they want to write, businesses they want to start, logos they want to design, and fish they want to catch. Resources, tools, and significant people put those ideas and interests in motion. One of the greatest resources is time--time to process, time to think, time to talk through ideas. In and through conversation and experience, middle schoolers learn to plan, design, analyze, and evaluate, all which work together for understanding.

Without time, these key life skills cannot develop. 

Middle and high school young adults are really not any different than adults. 

Adults thrive when they understand their strengths and have the freedom to grow in those strengths, when they have people to help them process ideas and adults, when they have access o necessary tools and resources to carry out the plan, and when they are surrounded by supportive family and friends. 

Middle schoolers will surprise you! Middle school years have great potential to directly impact a student's entrepreneurial ventures, employment, or college and career path by offering options of promising study. Be ready for your middle schoolers to surprise you! Ours have surprised us many times with their ideas and plans. They had solutions we had not discovered, insight we could not see. Theirs were not only better, but because they "owned" the plans, they were more excited and successful in executing the steps to reach their goals.

This content is excerpted from the new expanded edition of Cheryl's book,  Celebrate High School: Finish with Excellence, A Guide for Middle and High School Home Education.  

Multiplication Turkeys

Multiplication can be tough. In fact, I get frequent inquiries requesting fresh methods and fun ways  to teach, learn and memorize the facts often associated with, "I had such trouble with these when I was in school." 

This week one of my little learners was laboring over the "harder facts". As we worked together it became evident she needed work on most of her 7s. 

She had an idea! Having seen a counting turkey online, she felt it could be modified "to be more colorful, more helpful."

Love their creative, problem solving minds. 

"Let's take a paper plate and fold it in half. Then, you know all that colored paper out on the art shelf? I will cut colored feathers out of paper. Then, on each feather could you write the facts for 7s? I will put a craft stick on the bottom so I can hold it like a puppet. Then, I can hold it up and read the facts over and over. I will learn them that way!"

Going on her lead, I gave her the high five and she was off to create, and master!

And she did!

Every day she held up the Times Table Turkey (sometimes a catchy name is all little learners need to be encouraged!), set the timer for two minutes and said the 7s aloud. There was visual and auditory reinforcement to her learning.  

Have younger learners excited and eager to have a learning turkey, too?

We did! Littlest learner colored her turkey plate and made a face on the head. She wanted numbers 1-10. Another learner decided to count by 500s! In the end, three learners, three turkeys! Learning together, and excited!

The Times Table Turkey had multiplied from just learning facts to solving problems, sharing ideas and sibling relationship building.

Mastered? Yes, and much more!

My Mama Heart

Celebrating Simple.

What does a mama heart post have to do with celebrating simple to teach profound truths?

Mamas around the world walk with children and young adults through life-changing circumstances and decisions. Some mamas are more hands-on than off. Other mamas walk alongside, listening. In some situations mamas sit with head and hands pondering how to help. Often the only thing we mamas know to do is pray. Simple! 

Pray. Seems like a simple, pat answer especially when a child, young or adult is looking for an answer, hanging on the cusp of a pivotal time, a decision which changes everything. As mamas we want more, something concrete, something we can offer to cling to. At least I have. 

We, I and family members, have prayed for months, taken next steps toward something beyond our young adult's grasp, beyond our ability to "make it happen". The efforts, intentionally and action, were ours, but the answers were not. 

I wanted, as a mama, to make it happen. I couldn't. All I could do was a simple act. Pray. 

Today a phone call came.

The first indication that events are unfolding. We are seeing answers, our family, my young adult and I, the mama. And, my heart? It's full. 

Not because of something I controlled. I hadn't the power to make "it" happen. 

The only power I had was to pray. And, let God do the work. 

So, I am celebrating the simple today.

Simple prayers lifted daily. Profound truth reminded. 

Let God do His work.

And, us?

We do ours even if it seems way too simple.

Old Magazines and Math