Hannah and Holly made Poor Richard Almanacks for their copywork last week.   

"Early to bed, early to rise, makes a man healthy, wealthy, and wise."

"A penny saved is a penny earned." 

"Great talkers, little doers." 

"Eat to live, not live to eat." 

"He that 's content hath enough.  He that complains hath too much."

They also did these from George Washington's copywork as a child.   

"In the presence of others sing not to yourself, nor drum with your fingers nor feet."

"Give not your advice without being asked." 

I teach a couple of lessons on Thursdays and the girls have lessons, so we don't usually do history outside of reading or possibly finishing some independent work (Sarah). 

On Friday, before we begin our next week's introduction, I erase the items on the markerboard one at a time as the girls take turns sharing what they know about each topic, person, or place.  I accept anything they have to share and use it as a general guage of their learning. 

Abby has music class and piano lesson on Wednesday afternoons, so we take the opportunity to work on writing while the house is relatively quiet - relative due to construction...

The focus of the day is working individually with Sarah on her writing.  When we're done with that I leave her to research, write, or rewrite while I check in with the other two.  They're usually putting together a written assignment or rewriting something from earlier in the week.  Holly is usually done quickly, so it's a nice day for her to snuggle up in a bean bag with a book or two. 

Here are some examples of recent work done by Holly, first grade.  I'm not looking for anything stellar here.  If she can pull out a couple main ideas I'm happy. 

So cute!

Here's some of Hannah's work - fourth grade.

Sarah's recent Sixth Grade work...

Ooops, those were from earlier in the year.  She took those pictures for me. 

Tuesday is our mapwork and worksheet day.  Since Sarah has ballet in the early afternoon, I spend the bulk of our time working on writing individually with Hannah and Holly.  They complete any pre-writing exercises for the week.  I must add that though I use and appreciate Writing Aids, we have been unable to follow the weekly plan.  We skip some assignments and spend more time on others.  It's been more of a spring board for us this year. 

We start mapwork by reviewing the places we've *been* over the last few weeks.  We play "Howfastcanyoufindit?" with a globe or a map.  I usually have them take turns so that they feel encouraged since we have a mix of ages and Sarah is fast.  Then, we discuss the geography of the area we're studying.  We might look at an atlas to see landforms and note the topography.   Then, the girls work on their maps for the week.  At the end of a unit, we spend a week doing daily maps in preparation for a test of sorts. 

A Lower Grammar and Dialectic Worksheet

Monday is our research day.  The girls start by researching in their own history encyclopedia.  After that, I  have them search for information in another resource.  Sarah usually chooses something on-line.  We're at the age/stage where I help with that.  Hannah and Holly tend to rely on another encyclopedia set that we own.  They may research anything that interests them from our marker board or their own history encyclopedia reading.  When done, they respond by writing.  Sarah outlines her encyclopedia article.

Hannah writes a summary of one section (or more).

Holly did narrations with my help until recently when she started taking down summaries on her own.  I wouldn't normally ask for that until the middle of second grade, but she keeps up with her sisters. 

We are rarely out on Mondays and I frequently read aloud in the afternoon.  The older two read in bed for an hour or so every night - and whenever else they can find a moment. 

For all of you visual people out there... 

Day One - Usually Friday:  I introduce the topic, hand out reading assignments, and read aloud from a spine while Sarah posts on our timeline and the other girls color or look at pictures. 

Here's our Marker Board this week.  (See, it is neater when I'm not on the floor!).

This is taken directly from my TOG manual.  I write and the girls copy onto notebooking pages like this while I hand out reading assignments.  The marker board is displayed all week for ease of spelling throughout the week. 

I hand out Reading Assignments with post it notes attached.  I assign each book a number 1, 2, or 3.  1s are textbook type reading that needs to be done first and  2s are supplemental or topical books that are done second.  Literature and biographies are usually 3s.  I write notes on the post it notes telling them whether they need to deliver the book to a sister, write a summary, come to me to narrate, or find a corresponding literature worksheet. 

Sometimes, books are just "for fun." 

I list the Lower Grammar books together and read them aloud or assign them for independent reading in whatever way works best throughout the week. 

The girls read independently over the weekend. 

I've fallen in love with our library.  These are some of the books we put on hold for the next three weeks of school.  This doesn't even include what I already have on our own shelves.  I've finally fulfilled their need to read - with very little inconvenience or hassle.  Interlibrary loan is wonderful!

and it's going well! 

We've passed through the Age of Exploration and have been enjoying the Colonial Period.  We've read too many books to share, have written several essays and summaries, and are enjoying some Colonial play as well. 

This doesn't work for off months or years, but it works beautifully for those weeks when one, or three, days of history didn't happen. 

Here's markerboard #1 showing Week 15 of Tapestry Year 2. 

(Okay, it won't be so messy when it's no longer ON THE FLOOR ).

This is a pretty standard "introduction" for us and I was proud to get to it considering all that's going on here.  Unfortunately, history didn't happen regularly the rest of the week.   The older girls kept up with their reading and some writing on their own, so there was just a bit left to cover from last week.  The focus of this week is Martin Luther and well, let's just say that our girls are fairly familiar with him. 

Marker Board #2 shows Week 16 added to Week 15.  Novel, huh?  It also shows that I have no shame.  I promise it will be neater once I'M OFF THE FLOOR. 

This works extremely well on the weeks when the material is something very familiar.  We did a LOT of Tapestry Year One this way with all grammar age students.  We only had a term to complete it and I was very ill.  I've also found that it works well to let them loose with the material in a self directed manner during those weeks when I've hit my limit.  The way we've used Tapestry has supported their study habits beautifully without destroying their interest in the material. 

Simple is the name of the game currently.  We're glad to be on track and enjoyed our Medieval unit this fall.  The younger girls used dress up clothes for costumes.  Sarah made pumpkin bars and poured the cider.  I made Viennese Goulash and helped them with a few easy crafts.  Hannah and Sarah read their writing assignments aloud while Holly displayed her cut and paste projects and then we watched a bit of Joan of Arc. 

are the order of the day.  The girls seem to enjoy them - probably because of our attempt at making a Viking Settlement a couple of weeks ago.  That was a complete disaster! 

from the comfort of our couch via laptop. 

http://www.taj-mahal.net/augEng/main_screen.htm

http://www.kultur.gov.tr/tr/ayasofya/ayasofya.htm 

(Joanna, I have to warn you that the above link will cause you painful memories.  I still cringe when studying the Hagia Sophia). 

The recent string are written for a specific friend who's busy figuring out her school year.  For whatever reason, she finds posts like these helpful.

So, L, here's the manilla folder with reading assignments on post-it notes and check marks by Sarah. 

My "sheltered" (ha!) children have been learning about the Byzantine Empire.  This week we studied the rise of Islam. 

Sarah brought her manilla folder downstairs after lunch.  On top were seven post it notes showing reading assignments she'd completed.  The post it notes were discarded and I opened the folder to see her work and file it in her history notebook. 

On the left are two maps.  Outlines of encyclopedia articles on the Byzantine Empire and Islam are in the middle.  Literature worksheets on the right go back in the folder for tomorrow.  We're a day *behind* due to Labor Day. 

Sarah's work at the dialectic stage is filed by topic or assignment.  This picture shows her individual notebook timeline on the left and her map section on the right.  Sections for literature (summaries and worksheets), religion, biography, culture, etc... follow. 

Here's an example of a first grade narration done by Holly.  I write while she shares what she remembers from our read alouds during the week.  She likes to decorate them with cut and paste timeline figures I find on-line. 

Here's Hannah's summary.  In our home, a summary is the same as a narration, but written by the child.  I wrote (Who), (Where), etc... on this one to get her started since it's the beginning of the school year and I don't want to encourage deer in the headlights when it comes to writing.

Holly and Hannah's papers are filed chronologically.

Here are our main history read alouds for the year.  The Story of the World is our "spine."  Famous Men of the Middle Ages is an excellent choice for focusing on biographical figures in the early years.  More pictures of literature assignments to come...  The post it notes on these books tell me what to read and what writing assignment to assign.   The timeline figures, above, are what Holly uses for cut and paste projects (putting 4-5 historical figures or events in order on a piece of paper, making a collage of the Byzantine Empire, using them to decorate narrations).  The worksheets on the right are used as clip art by the littles and as a backdrop for further research when time allows. 

More answers to Tapestry questions...

We do school M - Th, so no scheduled TOG time on F outside of handing out literature.  Very rarely, one of the older girls will have to take some time on Fri. morning to finish something.  We might finish a project together on Fri. as well. 

Yes, this is how we get to worksheets on Tuesday.  (Honestly, I see no other way of completing a "week" within a week without doing this).

I use the student sheets from the Loom (selected ones depending on our reading), pages printed from the tab labelled "History" on the main TOG page, and lots of forms from http://highland.hitcho.com.au/ancienthistory.htm#unit1.

The girls have their own encyclopedias.  Sarah uses Kingfisher.  Hannah has the Usborne internet linked.  Holly uses the Usborne Book of World History. 

The outlining, summarizing, and narrating are goals taken from the Well Trained Mind.  I think they have examples of student's work on their web-site.  I use the tips given in the Well Trained Mind and the Charlotte Mason Companion for narrating.  Our summaries are just written narrations.  We narrate in 1st - 3rd and summarize from 3rd - 5th.  My goal is to see "who, where, when, what."  I have Hannah pick ONE section for her summary.  She does not do the whole page.  Written work is copied until flawless during L. Arts time and are filed in history notebooks when done. 

"Research" is something important in our home as I come from a Montessori background.  I want the child to find the page using an index and do as much of the exploring on their own.  I do read it with my six year old.  I've found that this little bit of stepping back keeps the *work* on their shoulders, so to speak, and helps with the transition to independent work later. 

"Evaluation" is Tapestry's term.  I don't use their product, though I have it.  (I might use it for Sarah next term).  At this point the evaluation is for me.  I want to see what they have learned.  The markerboard shows my objectives for the week.  If, at the end of the week, they show familiarity (at the grammar level) and understanding (at the dialectic level), I'm satisfied and happy to move forward.

How I organize our Tapestry week is a question I'm frequently asked.  Here's my most recent answer.

Weekly Goals

Sarah (dialectic, level 6 writing):
Introduction (where I introduce the topic, people, location, and LG/UG vocab. words)
Place figures on family timeline
Listen to Mom read aloud from spine and other book of the week
Independent reading
Outline Encyclopedia article
Mark dates in personal timeline
Tapestry mapwork and worksheets
Writing assignment
Possible project (usually one per major unit)

Hannah (upper grammar/level 3 writing):
Introduction as a family
Listen to read alouds
Independent reading
Read and summarize from encyclopedia article
Independent reading
Tapestry mapwork and worksheets
Writing
Possible project

Holly (lower grammar/level 1 writing):
Introduction
Listen to read alouds
Read more books with Mom
Look at and research in encyclopedia with Mom
Tapestry mapwork, worksheet, project or activity
Writing
Coloring pages

How We Do It

Friday -
Reading assignments for the next week are given.  I have the books in order on our shelf.  I use post it notes that can easily stay with the books rather than assignment sheets.  Post it notes are brought to me when the reading is done. 

Monday -
I use a marker board for Tapestry.  When I introduce the material we are together facing the marker board.  The topic is written at the top.  Below that, I make a column for vocab. words, locations, main people, and events.  The girls watch me write.  Sarah shares anything she remembers from previous study.  The other girls become interested in finding out about the new words and people.  I leave the words up for ease of spelling throughout the week.  Items listed get a check mark when we come across them in our study.  I erase them as part of our *evaluation* at the end of the week.  The bottom of the marker board has abbreviations for our weekly goals listed for each child.  Those are checked off as we go as well.  Otherwise, it's easy for me to forget important things. 

At this point, I read aloud from our spine (Story of the World).  Holly and Hannah color.  Sarah cuts out and posts the timeline figures. 

Sarah independently does her outline, personal timeline, and mapwork.  Hannah reads and summarizes her encyclopedia.  Holly does research in her encyclopedia with me and usually listens to me read another book.  Hannah and Abby usually join us. 

Tuesday -
This is our main worksheet day.  Sarah focuses on literature or information sheets.  Hannah and Holly take turns doing mapwork with me and doing their worksheets.  Hannah's seem to be literature based while I usually give Holly pictures from the internet to make her own cut and paste as some sort of project.  They might finish coloring or reading as well during this time.

Wednesday -
Everyone starts their writing assignments.  (We do all but the grammar focused assignments).  Rough drafts of some sort are required to be done.  If we're doing a project this is a good time to start.  I fit those in wherever it works - usually one per major civilization or unit. 

Thursday -

Check off what we've done.  File work in binders (chronological for the grammar stage and by topic for dialectic).  Make final draft of writing.  Clear marker board through discussion and narration as I erase each item. 

ETA:   I continue reading aloud throughout the week as needed.  The girls also continue their independent reading.  The older two read every night from 7 - 8 pm (if they're home and not exhausted).  They read during scheduled Tapestry time, room time, or free time too. 

I am planning on having a large marker board in our new school room.  It works well for introducing vocabulary and keeping track of assignments.  The younger girls reference it frequently when writing as new words can be tricky to spell correctly. 

It is amazing that we are starting to wrap up several basic subjects in early May.  I am thankful to the Lord for this blessing after missing seven weeks due to my illness.  We started TOG Year One in January and are making nice progress there as well.  I am finding that I can combine some weeks with my all grammar stage students.  Sarah outlined and read ahead independently during my illness, which is wonderful as she has been pushing into the dialectic stage this year. 

Today, we started studying the early Greeks.  Hannah found it particularly interesting. 

These books are ready for the book basket and bedroom dressers!

Hannah's initials in cuneiform.

Holly's initials in cuneiform.

Holly's "Bible Time" alphabet scroll.

Challah bread made by Sarah (and snitched by Dad!). 

Abby enjoying her birthday presents.

Sumeria, Akkadia, Assyria, Babylon, and the Patriarchs are all the rage.  The girls will be making cuneiform tablets and Joseph's Coat tomorrow.  Next week we'll be focusing on the customs of the Israelites. 

Biblical accounts form the basis of our recent studies.  We're enjoying these books too! 

We're flashing back to Creation with Moses and the Israelites now that we've left Pharaoh in the dust. 

I love using the books we have on hand as we work our way through Tapestry.