Welcome to the CHEER Reader blogsite for homeschoolers in the mid-Willamette Valley of Oregon, particularly Marion and Linn Benton (and surrounding) counties. This site will post monthly activities and resources for homeschool parents in the area, as well a "library" of articles for new and seasoned homeschoolers, from a distinctly Christian mindset. C.H.E.E.R. stands for Christian Home-Educators Equipping Resource. Homeschoolers unite! There is strength in unity! http://www.homeschoolblogger.com/CHEEReader/ en-us Homeschool Blogger Mon, 10 Sep 2007 20:58:00 -0500 Mon, 10 Sep 2007 20:58:00 -0500                      Albany Community Church Gym 1-3 PM Cost $.50/child         Gym Day is an opportunity for homeschooling youngsters of all ages to come together and play, run, do crafts...and just “hang out”.  It is also a time parents can get to know each other better.  During this time the parent must stay with the child at the gym.  You are responsible for your child at all times.  You may bring equipment to use in the gym.  Roller blades and scooters are allowed.    You may bring “tidy” craft projects to share with others.  No messy projects please. (paint, glitter etc.)  Board games are also welcome.  You are responsible for all of your personal belongings.  We hope to see you there!  Spread the word to other homeschool families. September 21 October 5 October 19 November 2 November 16 November 30 December 14 December 28 January 11 January 25 February 8 February 22 March 7 March 21 April 4 April 18 May 2 May 16 May 30  *These dates are subject to change if there is a conflict with the schedule of the gym that day. **If it is a warm sunny day, we will meet at Gibson Hill Park.   If you have any questions call:  Diane Lancaster  926-3175  Renee' Peterschmidt 928-4206 http://www.homeschoolblogger.com/CHEEReader/388849/ Mon, 10 Sep 2007 20:58:00 -0500 http://www.homeschoolblogger.com/CHEEReader/388849/ (This article has just been published in The summer 2007 Issue of The Old Schoolhouse Magazine, as part of a special feature on the Charlottte Mason Method)   Copywork: The Act of Writing   Introducing children to the task of writing need not be an ominous task. One must merely keep in mind that young children are also young thinkers who need exposure to the world of ideas before they can be expected to put their thoughts into complete and coherent sentences. Often, young students are required to write from what is within themselves, and therein lies the problem. Young children simply lack the life experience and expertise of their adult counterparts. Therefore, the task of organizing their thoughts (on paper) in a structured manner is overwhelming, and too often, a recipe for failure. Therefore, what many young learners need is a model for their writing; a kind of visual map to show them, literally, what organized words and sentences look like. This is easily accomplished through the method of copywork, which is merely copying a sentence, a paragraph, or a page from a selected passage of writing.    The practice of copywork has numerous benefits, the first of which is that it gives the emerging writer a safe place to start. A place where he can concentrate on the skill of handwriting, without the added layers of complexity that come with putting one’s own thoughts on paper. This is an advanced skill that will come gracefully with time and maturity. In the meantime, the emerging writer needs clear directions. Consider, for example, the following passage by Robert Louis Stevenson, which is a wonderful passage for a beginning writer to copy:   The world is so full of a number of things, I’m sure we should all be as happy as kings.   The preceding twenty words gives a first or second grade child a correct way to write, spell, and punctuate a sentence. He is not forced to invent the spelling of a word he does not know how to spell. Everything is correctly modeled. In this respect, copywork can be compared to having a recipe when one is baking. It would be inconceivable for a novice in the kitchen to try to bake chocolate chip cookies without having a recipe to follow. However, after baking dozens of batches, reliance on the original recipe is not as strong, and variations of the recipe can be attempted with confidence. And after further experience, a variety of cookies can be prepared because the basics have been mastered.  The same is true with writing. The practice of copywork enables children to make a smooth transition from writing the words of others to writing words of their own.   Another advantage of copywork is the exposure it provides to beautiful and/or profound thoughts. When the printed word is given as a model for handwriting, the ideas represented by those words are also being modeled for the young mind. In this respect, copywork exercises are similar (in the advantages they provide) to reading aloud to your child. In both instances, the child’s developing mind is given increasing exposure to the world of thoughts and ideas. After all, in order to absorb ideas, one must first be exposed to them! Therefore, copywork provides the unique opportunity for great authors and other thinkers to “speak” to your child, while his own thought processes continue to mature.   Another benefit of children writing out passages from great authors and thinkers, is that they are taught to pay attention to detail. In order to write out a passage accurately, the young writer must pay attention to every “jot and tittle” so to speak, copying letters and words exactly as they are written. In this respect, copywork is a great tool for teaching accuracy. It is also a great tool for sharpening cognitive thought, especially when the student matures enough so that he can compare his work with the original passage and find any inconsistencies, rather than relying on his parent to do the same. As you can see, copywork teaches so much more than penmanship!   Copywork also introduces students to the beautiful structure and style of the English language, an abundance of literary styles, and various models of good grammar. A fourth or fifth grade student will discover that some writers speak with grace and eloquence, some use words as if they were magic, and some get right to the point and speak with a simplicity that can always be appreciated by the reader. Each author’s thoughts, when selected with discernment, have something valuable to teach your young child. Indeed, copywork is the perfect vehicle for soaking up these lessons on “word choice” and the rhyme and rhythm of the English language.   On a less esoteric level, copywork passages can also serve as an alternative to the traditional book report, especially for younger students who are still struggling with correct spelling and grammar usage. Copywork books can also serve as a visual record of your children’s handwriting ability and progress, especially if the handwriting passages are dated.  And with the passage of a few years time, most children will enjoy looking back on their handwritten pages, and they will have the added benefit of better understanding and appreciating the passages they wrote in years past. Therefore, whether you use a composition book and select your own passages for your children’s copywork or use a prepared program, a completed copywork book provides a solid record of achievement, and a memento to treasure in years to come.   Another beneficial aspect of copywork is that it is easy for you as the parent to provide the oversight, which is minimal. As the parent you can also determine how often your child writes passages, and until your child matures, longer passages can be divided into two or three days worth of work. However you go about it, each year’s completed copywork provides concrete evidence of a student’s hard work. And since I cannot say enough in regard to the benefits of copywork, allow me the liberty  to share one more example, from Augustus Caesar’s World by Genevieve Foster, and recorded by my son when he was in the 4th grade:    “This is what makes the study of history so valuable,” he was to say—“the fact that you can behold, as displayed on a monument, every kind of conduct;  thence you may select for yourself and your country that which you may imitate; thence not what is shameful in the undertaking and shameful in the result, which you may avoid…”       As the above passage illustrates, children who are engaged in copywork are exposed to a multitude of thoughts and ideas. Aside from time spent on the art of handwriting, time spent on copywork allows time for absorption of the ideas behind the words. After this process of “hearing” the thoughts of others, your child is greatly helped in his process of learning to articulate his own thoughts, and he will be better equipped to communicate them on paper. Indeed, the practice of copywork enables a smooth transition from writing the words of others to writing words of one’s own. In the meantime, as your child matures he is using increasingly sophisticated passages for his copywork because one of the marvels of the copywork method is that it grows with your child.   Indeed, copywork is a great “launching pad” for beginning writers. After your student has practiced (and practiced and practiced) writing, using the words and thought of others, he will have had time for further cognitive development. He will now have something worthwhile to say. He will be more ready for creative writing, descriptive writing, book reports, essays, journaling and journalism, and whatever other avenues of writing he would like to pursue. He will have gained confidence in the world of words because he is no longer intimidated by words. On the contrary, he will have become familiar and well acquainted with words, and ideally, words are now his friends—and useful friends at that.   More importantly, he will be ready for the act of writing, which is merely giving voice to one’s thoughts.   Remember, a child who says, “I don’t know what to write” is usually saying, “I don’t know what to think.” But please don’t misunderstand. Copywork is not something merely for “slow” students or reluctant writers. Copywork is for everyone.  Accomplished writer and inventor Benjamin Franklin taught himself to write using a method of copywork—the details are in his autobiography. But the point is this: the practice of copywork was tremendously advantageous to the students of yesteryear, and those who use this same structure today will be well served. Thanks in part to this old-fashioned method of learning to write, it is possible to produce articulate writers. In fact, it is more than possible, it is highly probable (and achievable). Just allow your child‘s mind to be filled with great ideas and thoughts before you give him his first writing assignment. Sharpen those pencils and let the writing begin!   Yvonne Mutch, a homeschool mom for over sixteen years, is the editor of a copywork program called “Something Worthwhile: Handwriting Exercises for the Beginning Student” (recommended for 2nd-4th grade) and “Something Worthwhile: Handwriting Exercises for the Intermediate Student” (recommended for 5th-8th grade). Each book contains 130 pages of handwriting exercises consisting of quotes from historical figures, passages of poetry, excerpts from historical speeches, essays and letters, and other famous passages.  “Something Worthwhile” can be viewed at Latintrivium.com  http://www.homeschoolblogger.com/CHEEReader/387395/ Fri, 7 Sep 2007 23:53:00 -0500 http://www.homeschoolblogger.com/CHEEReader/387395/ Ignore the date of this post--you will get the most current state-wide calendar of events and activities when you click on the link below to access the current calendar for OCEANetwork, Oregon's only statewide Christian  Homeschool Association.  Most of these are quite local for those of us in Marion and Linn-Benton County.   Go to http://www.oceanetwork.org/calendar/  for full slate     http://www.homeschoolblogger.com/CHEEReader/78731/ Sat, 4 Feb 2006 17:28:00 -0600 http://www.homeschoolblogger.com/CHEEReader/78731/ Why Poetry   If variety is the spice of Life, then poetry might be considered the spice of writing. It is also a simple and painless way to introduce children to the world of words. For instance, a child who is not yet ready to read an entire story can read “The Swing” by Robert Louis Stevenson or “Who has seen the Wind?” by Christina Rossetti. And that same child who is not yet capable of writing a book report could copy Robert Louis Stevenson’s lines, “The world is so full of a number of things, I’m sure we should all be as happy as kings.” Another benefit of using poetry for handwriting exercise is that it provides a model of correct spelling and usage of the written word. Similarly, recording short simple poems into a composition book is an excellent handwriting exercise for younger students, and provides a keepsake record of the continual improvement such an activity affords. In brief, the literature of poetry is a good starting point for beginning writers, but it is only a starting point for the use of poetry.   There are numerous reasons for using poetry in your home education. To begin with, poetry blends well with academic studies. If you happen to be studying flowers or trees, there are literally hundreds of poems on these two topics alone. After listening to some of these poems your child might be ready to write something of his own, or to draw a picture to illustrate a particular piece of poetry. Either way, it is a pleasurable way to immerse your child into the world of words. This process can also be reversed. Great art can lead to great poetry if you find a painting that captures your child’s interest. Your child might be inspired by one of Winslow Homer’s ships, one of Frederic Remington’s cowboys, or one of Mary Cassatt’s mother and child scenes. Whatever you choose, the next step is to see if your child can make the picture “speak” by writing a poem. This is not a new idea. The poet Edwin Markham was inspired to write “The Man with the Hoe,” after being deeply moved by Jean-Francois Millet’s painting of the same name.   Poetry can also be studied as a topic in and of itself. You can explore a particular children’s poet such as Eve Merriam or Karla Kuskin. Or, you can choose a topic and see what different poets have written about it. With the availability of the internet this no longer requires the time it once took to thumb through children’s poetry anthologies. It only requires a quick search in Google. Additionally, the explosion of children’s poetry books in the last decade has produced numerous anthologies written or edited according to themes such as animals, sports, family and friends, school, and even the weather. And as children especially love to laugh, much of the poetry written for them is delightfully humorous. Two poems which quickl comes to mind are “Miss Veronica Blair” from the book Miles Of Smiles and Shel Silverstein’s “Sarah Cynthia Sylvia Stout,” who was, of course, the girl who would not take the garbage out.  Unfortunately, a note of caution is in order. Some of the newer poetry on the market falls into the category of “not wholesome.” Don’t let this deter you however, from finding the pearls of poetry. And as a general rule, older books found in public libraries tend to be tamer than some of the newer offerings sold at the large bookstores. At any rate, regardless of the way in which you choose to explore the world of poetry, you are sure to come across some delightful poems.   And whether you explore a particular author or a particular topic, how you go about it is another matter. You may want to do a short unit study during the summer months, in order to keep your child’s brain from “rewinding” during your downtime. Or you might prefer to read poetry aloud once a week for a breath of fresh air. Other options would be reading one poem per day, or taking a weeklong break from grammar and reading poetry instead. I remember vividly when my third grade homeroom class took a brief interlude from the dreary study of syllabification and learned how to write Haiku poetry. Oh how refreshing it was! And you, too, will be refreshed when you plunge into the world of poetry. After all, some poetry is simply too good to miss.   Poetry can also be used to teach grammar, and it takes less creativity than you might think. After all, poetry is comprised of nouns and verbs, just like all other sentences in the English language.  On a similar note, poetry can be used as a vehicle to teach figures of speech such as metaphors, similes, and personification. And I would argue that it is the most excellent way. For example, the use of personification is wonderfully illustrated in a handful of poems from Douglas Florian’s book Winter Eyes: Poems and Paintings. Winter trees are “fast asleep” and the winter sun is a “grumpy guy” are a couple of quick examples; the point being that having a concrete model of something in order to teach it is always the best and easiest way for a child’s mind to grasp something. I believe the adage here is “Don’t tell me, show me.” Most importantly, the possibilities for using poetry to teach grammar and figures of speech are endless, as every poem is full of words.   An additional aspect of poetry is its beauty. This beauty is only fully revealed when poetry is read aloud. In fact, poetry begs to be read aloud, and children can better learn to read or recite poetry by first hearing you read it aloud to them. In this manner, poetry painlessly teaches children the rhyme, rhythm, and syntax of the English language. Hearing good enunciation is also a steppingstone to speaking with clarity. And since English is jumbled with phonetic roadblocks, a child will be more likely to conquer a non-phonetically pronounced word he comes across in print if he has first heard it pronounced.  I am persuaded this is one reason I did not have to cover an exhaustive list of phonics rules when I taught my children to read. They had heard so many thousands of words read aloud that the mysteries of the English language were somewhat intuited. My third daughter, at five years of age, was able to pick up a King James Bible and read from it fluently. Of course, she first heard her parents read from it. I also believe that the content of age-appropriate poetry is often more stimulating than that of many beginning readers. Some children desire this extra “spark,” especially once basic phonics have been mastered. Or perhaps the hidden truth is that poetry speaks more directly to the spirit of a child. Regardless, the aesthetic aspect of poetry is not one to be overlooked.   Some of the children’s poetry anthologies that I am familiar with are: David McCord’s One At A Time: Collected Poems For The Young and Speak Up: More Rhymes. Another classic is The Random House Book Of Poetry, with poems selected by children’s author Jack Prelutsky. Not only did I read aloud from this book, my children also chose selected poems to write into their composition books as part of their daily copywork. And I would mention here that my three younger children who used this method exclusively are excellent spellers. Three other compilations which deserves mention are The Oxford Book of Children’s Verse In America, chosen and edited by Donald Hall, One Thousand Poems for Children, and The Best Loved Poems of the American People. Also, for the student with a funny bone, Lee Bennett Hopkins has written some humorous poems, although I do not necessarily recommend his books.  However, I do recommend the following authors of classic children’s poetry: Lillian Moore, Valerie Worth,  Ralph Fletcher, Myra Cohn Livingston, Rachel Field, Vachel Lindsay, Eugene Field, George Cooper, Edward Lear, and Margaret Wise Brown. Pick up a children’s anthology and you will soon discover who your favorite poets are. You may even be surprised to find poems written by popular adult authors such as Langston Hughes and Carl Sandburg. An additional benefit is that many children’s anthologies are beautifully illustrated, even by such well known illustrators as Eloise Wilkin and Tasha Tudor. A few authors and books in particular also need to be mentioned. One old favorite is Hailstones and Halibut Bones by Mary O’Neill. Also noteworthy, especially for budding poetry lovers, is Paul Fleischner’s Joyful Noise, a book meant to be read aloud by two voices.  If your child does not have a sibling who is able to share this experience, then you can take a starring role in this verbal experience. Your child will love you for it! Jack Prelutsky is another popular author, although I don’t necessarily recommend all of his poetry. Primarily, the point that needs to be made is that there are numerous poetry books for the entire family to enjoy, and it doesn’t have to cost a lot of money. Most of these books are available at your local library. Remember also that you can make requests for your library to purchase newly published books. And after exhausting the resources at your local library, many of these types of books can be picked up at library book sales and used book stores. I once picked up a volume entitled 742 Heart-Warming Poems which cost all of fifty cents. Another time, I picked up a poetry book in an antique store, and surprisingly, the cost was only two dollars. These treasures are everywhere, if one is willing to go and search them out. What about older students? Some of the poetry books aimed at the junior and high school level focus not only on exposing students to various types of poetry, but also on giving guidelines and assignments for students to write their own poetry. Sometimes it has been nothing but hard work for my children to complete some of these assignments, but the reward has been having tangible evidence of what came from head, heart and soul; and in many cases, outstanding poetry! Our family has used books such as The Roar on the Other Side by Suzanne U. Clark, which is aimed at the upper high school level. Another resource, one we are currently using, is Matt Whitlock’s The Grammar of Poetry. We have also used Reading and Writing Poetry With Teenagers by Walch Publishing. Although this book was not written from a Biblical worldview perspective, it is a valuable tool for introducing students to numerous types of poetry and giving advice and guidelines for writing it. When I used this book, I read selected excerpts and advice from it, and then chose which assignments I wanted my children to complete. And finally, a poetry workbook which we found to be fun and quite manageable was Painting the Sky: Writing Poetry with Children.  Although it is geared toward older elementary students, it is ideal for junior high students who have had little or no previous exposure to poetry. At any rate, all of these books have prompted my children to write some memorable poetry. When it comes to studying poetry with older children however, I do have some strong opinions. Ideally, I would recommend introducing poetry at a younger age, when a student can enjoy the fun and playfulness of poetry, simply by listening to it being read aloud. I would not skip over this part. If an older student is not already acquainted with poetry, I would not expect him to write balanced, metered lines of poetry and to learn the difference between trochees and breves, and tetrameter and pentameter. Neither would I expect him to write an Italian Sonnet. No, if I were introducing poetry to an older student, I would first begin by allowing him to spend time with great poets, reading selections from different historical periods. I would also teach him to discern the difference between the worldviews inherent in the poetry of the Age of Enlightenment versus the poetry of the Romantic Era. In other words, what is the worldview that produced the poetry? And who were the Christians and how does their poetry reflect their faith? These are just a few quick examples. The point to be made is that I would never hand over a book and simply say, “do it” unless the student was already steeped in good poetry, and I knew for a certainty that he was capable of accomplishing the task at hand. It is important for a student to first enjoy poetry for poetry’s sake. Along these lines, one must be careful not to bring an older student to the point where he hates poetry. After all, words are beautiful—they are not to be despised.   These are just a few ideas and recommendations for your family to begin its own exploration into the world of poetry. Of course, there are always newer resources coming into the market, in comparison to some of the ones I have mentioned.  My goal however, has merely been to give you enough to whet your poetic appetite, and to inspire you to journey into the world of poems and poets. And I will confess here that I am not a poet, I am only a poetry lover who agrees with the poet Percy Bysshe Shelley who said, “Poetry is a record of the best and happiest moments of the happiest and best minds.” In summary, however, I think St. Augustine touched on something more profound which speaks directly to the Christian homeschool community today when he said, “In every poem there is some of the substance of God.” Now that is a reason to study and enjoy poetry!               http://www.homeschoolblogger.com/CHEEReader/78722/ Sat, 4 Feb 2006 17:01:00 -0600 http://www.homeschoolblogger.com/CHEEReader/78722/      As one who has worked in the field of early childhood education, I have come to the firm conclusion that children should be allowed ample time to enjoy books and to read for pleasure, until it is firmly entrenched as a habit in their life.  There is time enough in later years for literary analysis and criticism and book study guides.  In the meantime, it is preferable to let younger children read just for the sake of reading, and to discover the simple pleasures of reading.  Of course, I speak also as a homeschool parent.  Having just celebrated the 15th anniversary of this endeavor, I consider homeschooling to be a precious privilege.  To that end, the subject of reading is equally precious to me.  However, having worked in public and private school classrooms, I have witnessed numerous things that inhibit the love of reading from developing.  I would like to address several of these “reading inhibitors,” all of which zap the joy out of reading and are therefore to be avoided.          To begin, a common “malady” that zaps the joy out of reading is having an overabundance of activities or things that will prohibit the habit of reading in the first place.  In today’s world, we are surrounded by electronic gadgets and games that compete for our children’s time and attention.  They are too numerous and too obvious to mention here.  Let it just be said that the constant buzz, beep, hum, and whirl of these toys and trinkets will win over a child’s overall attention if they are allowed to.  It is our job as parents to make sure our children are healthy.  Food for the body and food for the mind are essential.  Books, sitting silently on the shelf, are of no benefit.  Even when a book is first opened, the words don’t dance off the page.  Books must first be introduced and presented in an attractive manner, and then later the words will dance around in the child’s imagination.  This is the beauty of books.  The habit of reading isn’t instantaneous, but once acquired it is lasting, which is more than can be said for many of the electronic fads and fancies.   In today’s consumer society, it is easy for a child to end up with an abundance of toys.  Don’t let these things crowd out more lasting joys-the joys of books.  Will you allow your child endless and mindless hours of fantasy games and gadgets and TV sound bites? I urge parents to unplug the distractions.      Another practice that inhibits the joy of reading is that of denying children access to books.  This happens more often than you might think.  I know of first and second grade children who have never been to the library, except for the school library.  I know of homes and toddler and preschool nurseries where all books are kept out of reach-even the board books.  Do we leave toys out of reach because they might get damaged?  No! Toys are meant for play, and books are meant to be read.  Yes, the occasional book will be damaged, but the rewards far outweigh the negative consequences.  Children do need to learn to respect books, but how can they if they are not allowed to handle them?  Children must be taken to the library and given ample time to select a few books on a regular basis.  Even more fortunate, is the child who is periodically taken to the bookstore.  Buying a child books teaches him the value of books.  At used bookstores a single book can be purchased for less than the price of a happy meal.  In other words, this does not have to be a budget breaker. Don’t let your child miss out on the joy of books because he has missed out on having books.      Additionally, a common practice that zaps the joy out of reading is when parents or teachers do not allow reading to be an interactive experience.  This is especially true with pre-readers and emerging readers.  Let me explain what I mean by this.  Reading is not a passive experience.  When we read, our minds are engaged.  Therefore, when we are reading to children, especially children who cannot yet read for themselves, it is vital that we let them engage in the activity.  The tendency is to want the child to sit still and listen, and perhaps a portion of this is needed when one is reading to a large group, and control must be maintained.  However, this is a great disservice to the child who is learning to listen to language as it is presented in print.  As the child listens to the story, he makes discoveries in much the same way that we make discoveries when we are reading.  Do you not ever pause to reflect upon something when you are reading, whether it is for pleasure or information?  It is O.K. to let the child give voice his observations.  He is, in effect, adding to the story.  The print is speaking to him and he is speaking back to the print.  What better way to give the child the motivation to learn to read when he is allowed to interact with these ideas of the printed page?  After all, he is learning that words represent ideas.  Let the child make comments and express his ideas.  Let him ask questions.  Let him turn the pages.  Let him join with you when you are reading a familiar book. Ask him what he thinks might happen next-before you turn the page.  This is nothing less than allowing for the development of critical thinking skills.   I am not saying that listening skills are not important--they are.  I am saying that when you communicate ideas to your child through the avenue of a book, let him communicate back to you.       Yet another reading-defeating activity is when reading is used as a punishment.  Don’t laugh. I have seen this happen.  I worked in one preschool where points were given in accordance to a child‘s behavior.  (Behavior modification at its finest).  Those with the highest scores were given extra recess time and those with the lowest tallies were condemned to the book corner.  What kind of message does this send to children?  Certainly not that reading is a valid and enjoyable activity!  I trust that most homeschooling parents have figured this out, but perhaps you know a parent who hasn’t.  Along these same lines, don’t send a child to his room to read when he is in trouble.  Whether the child is in trouble or not, let him choose to read.  Reading should always be a pleasure and never a punishment.      One more thing that diminishes the pleasure of reading is when a parent does not allow a child to read for pleasure.  Letting a child read for pleasure often entails a child select a book that is below grade level.  The tendency is to resist this because we want our child to “perform” at grade level.  However, if something is to be pleasurable, it must not be overly challenging; it must be something that is readily accomplished.  Think about this a moment.  Think about something you struggle with.  Is it enjoyable?  Usually not!  This is not to discount the fact that sometimes books must be read for the information that is contained therein.  Reading to learn is a fact of life that cannot be avoided; indeed, it is one of the purposes for reading, but keep in mind that it is only one of the purposes.  Let your emerging reader enjoy the books you used to read to him, and other such “easy” books.      I would add a quick disclaimer here.  I am not saying to give a child the license to read whatever he wants.  In my opinion, this is the equivalent of letting a child watch any TV program he chooses, which is something most homeschool parents would not do!  Therefore, I believe we need to be just as discerning when it comes to the books our children read.   But back to the issue at hand.  I worked out the following deal with my son when all he wanted to read were Hardy Boy books: for every two of these he read, he had to choose one of my “suggestions,” which were usually historical fiction novels.  This worked well for us.  His horizons were expanded, and he usually enjoyed the books I recommended.  But my point is this: allow your child his pleasure reading books, as long as they are not damaging to his soul.         Finally, I don’t think anything frustrates the pleasure of reading quicker than the requirement of writing a book report.  Especially with younger students with immature writing skills, requiring a book report is a sure way to turn off the flow of reading.  It is helpful to keep in mind that the original purpose of book reports was to “prove” to the teacher that a certain book had been read.  This purpose can just as easily be fulfilled by asking questions about the plot or the characters of a book, or by having the child narrate the events of a story.  The latter is an especially successful way to find out what a child has digested from a book.  He cannot tell you what he does not know!  For those who may still be insisting that a book report is needful because of the practice it gives in handwriting, then may I suggest that a writing assignment be given that is separate from reading assignments?  Let books are be for reading, not “reporting,” at least in the early years.     These are just a few of the things that can crowd out or zap the love and joy of reading.   But this doesn’t have to happen.  As a parent, and especially as a homeschool parent, you can sow into your child a love of reading that will reap a lifetime of benefits.  Will you allow a place for a quiet nook and a favorite book?  (Especially at this time of year when outdoor activities are limited) It is my earnest desire that every child be given this opportunity.  Make a pot of tea or hot cocoa and let the reading begin!    Yvonne Mutch, Copyright Spring 2003 http://www.homeschoolblogger.com/CHEEReader/74961/ Sat, 28 Jan 2006 21:04:00 -0600 http://www.homeschoolblogger.com/CHEEReader/74961/ Top Field Trips in Oregon (In no particular order)   #1. OMSI (Oregon Museum of Science and Industry) in Portland www.omsi.edu/    Founded in 1944 and one of the nation's top ten science museums, the Oregon Museum of Science and Industry is a world-class tourist attraction and educational resource that puts the "WOW!" in science for the kid in each of us. Five exhibit halls and eight science labs offer 219,000 square feet of brain-powered fun through hundreds of interactive exhibits and hands-on demonstrations. OMSI's multi-attraction complex features a big screen OMNIMAX® Theater, the Northwest's largest planetarium, and the USS Blueback, the last fast-attack, diesel-powered submarine built by the U.S. Navy and after serving for 31 years, the last of its kind to be decommissioned. In addition to enjoying one of the featured exhibits at temporary display at OMSI, you can touch a tornado, uncover a fossil, surf the internet, enter the world of virtual reality, experience an earthquake, or simply experiment on your own in one of our many hands-on labs. OMSI also offers a variety of camps and classes as well as one of the largest outreach programs in the nation, taking innovative science and technology education "on the road" to students, teachers and the public in seven Western states. OMSI is located on the east side of the scenic Willamette River in downtown Portland.   #2. Philip Foster Farm  www.philipfosterfarm.com   The Philip Foster Farm National Historic Site is open to the public for self-guided tours all year.  Period dressed volunteers are on hand to tell stories of the past, demonstrate pioneer skills, and offer hands-on activities for the whole family all summer. Admission is free, but there is a $3 suggested donation. The farm sits on the Barlow Road “last leg” of the Oregon Trail.  The farm also offers a yearly “Homeschool Day”  and those who have been say it’s a blast—especially for the elementary aged children.  Philip Foster Farm National Historic Site Address: 29912 SE Highway 211, Eagle Creek, Oregon 97022  (503) 637-6324  Note:   3# Oregon Coast Aquarium in Newport  www.aquarium.org The Oregon Coast Aquarium is a private, not-for-profit aquatic and marine science educational facility offering a fun and interesting way to learn about Oregon’s unique coastal ecosystem. The Aquarium is dedicated to teaching marine wildlife and ocean conservation through responsible management and exhibition of marine life. The Aquarium's exhibits showcase seabirds, fishes, invertebrates, marine mammals and plants native to the Oregon coast. As an American Zoo and Aquarium Association (AZA) accredited institution, the Oregon Coast Aquarium provides excellent care for animals, a great experience where people can connect with the animals and a better future for all living things. 2820 Southeast Ferry Slip Rd. 541.867.3474  Open daily.  Summer hours: 9 AM to 6 PM Winter Hours 10 AM to 5 PM    Age 14 and older $ 10.25, $9.25 senior citizens, $6.25 ages 4-13  Under 4 is free.   #4 Tillamook Cheese Factory  www.tillamookcheese.com/visit  Free!   If you like cheese, then a visit to the home of Tillamook Cheese is a must. Over one million folks tour our Visitor's Center each year to watch the cheesemakers and packagers at work and to enjoy the rich, delicious Tillamook goodies available at the ice cream dipping counters, fudge counter and cafe. You can also learn a lot. There are educational videos, historical and natural resource displays and interactive kiosks. You'll also find a gift store filled with hundreds of unique items and a wide variety of cheese and ice cream for you to eat on the spot or take home with you. And don't forget the sampling counter where you can taste for yourself our internationally award-winning cheeses. 4175 Highway 101 NorthPO Box 313Tillamook, Oregon 97141503.815.1300 Open Daily:8AM to 6PM (Labor Day - Mid June)8AM to 8PM (Mid June - Labor Day) Closed Thanksgiving and Christmas Admission is free! RV Parking (Sorry, no overnight parking   #5  Blue Heron French Cheese Company  Also Free! Located one mile north of Tillamook off U.S. 101, the Blue Heronis less well-known and less crowded than Tillamook.  The company offers equally delicious samples of creamy Bries as well as home-smoked sausages.  Blue Heron also sells its products at an on-site deli-restaurant.  Also of interest, especially for the younger crowd, is their on-site petting farm, filled with goats, llamas, ducks, rabbits, cows, and sheep.  Summer hours 8AM to 8 PM.  Winter hours 9 AM to 6 PM call (800) 275-0639   #6  September 9th & 10th, 2006 Come be thee blythe and merry at the Renaissance Faire! Just 15 miles and 500 years away from downtown Corvallis. Here enchantment awaits young and old alike as jousting knights and noble steeds clash on the tourney fyld while minstrels, troubadours, jongleurs, dancers and bards fill the lanes with delight.  With over 125 artisan stalls and 1,000 costumed players, visitors can browse the village for unique hand made goods and one of a kind treasures while surrounded by Renaissance revelry and entertainment. Eat, drink, and be merry, for food purveyors are on hand within Friar Tuck's Forest, and children delight in games and adventures. The only Fair of its kind in Oregon, this exciting event offers an educational interactive adventure in history, welcoming families and children. Modeled on the merriest of elements from the times of Shakespeare and Elizabeth I, and set in the historic renaissance of 1558 to 1603, here all the Faire is a stage, and everyone a player! Come be thee blythe and merry at the Renaissance Faire! Just 15 miles and 500 years away from downtown Corvallis. Here enchantment awaits young and old alike as jousting knights and noble steeds clash on the tourney fyld while minstrels, troubadours, jongleurs, dancers and bards fill the lanes with delight.  With over 125 artisan stalls and 1,000 costumed players, visitors can browse the village for unique hand made goods and one of a kind treasures while surrounded by Renaissance revelry and entertainment. Eat, drink, and be merry, for food purveyors are on hand within Friar Tuck's Forest, and children delight in games and adventures. The only Fair of its kind in Oregon, this exciting event offers an educational interactive adventure in history, welcoming families and children. Modeled on the merriest of elements from the times of Shakespeare and Elizabeth I, and set in the historic renaissance of 1558 to 1603, here all the Faire is a stage, and everyone a player!   Gates are Open from 10am to 6pm Kings Valley - Oregon est. 1996 General Adult Admission: $9.00 ( $8.00 w/ coupon) Seniors & Children 6 to 12: $5.00 Children 5 and under : Free Parking: Free to print discount coupon, go to:http://www.shrewfaire.com/       #7 The Funny Farm Between Bend and Redmond  Located at 64990 Deschutes Market Road, this family amusement park features a bowling-ball garden, an electric kaleidoscope, a life-size outdoor chess board, and four acres of silly, zany, fun activities.  Open 11 AM to 5 PM Daily, with extended hours in summer.  Admission is by donation. For more information call 541.389.6391     #8 Crater Lake National Park  Crater Lake: overwhelmingly yet sublimely beautiful. Moody. At times brilliantly blue, ominously somber; at other times buried in a mass of brooding clouds. The lake is magical, enchanting... Crater Lake National Park is host to a diverse array of activities. While enjoying the natural scenic wonders, park visitors may hike in old growth forests, participate in a variety of interpretive activites, camp out or stay in an historic hotel, or even cross-country ski during the eight month long winters which are experienced here in the high Cascades. There is simply way, way too much to describe here!  Just go to:  http://www.nps.gov/crla/home.htm   This is a work in progress…more postings to follow!   http://www.homeschoolblogger.com/CHEEReader/72773/ Tue, 24 Jan 2006 17:28:00 -0600 http://www.homeschoolblogger.com/CHEEReader/72773/ Lane (County) Inter-Christian Guild of Home Teachers (L.I.G.H.T.) is a Christian co-op of Homeschooling families which always meets the second Sat. of each month during the months Sept-May.  See the website for more info about meetings, other upcoming events, and the group's purpose and belief statement. The group hosts a yearly educational exposition, with a vendor hall and used curriculum sale. This is a great website.  www.lighthomeschooling.org http://www.homeschoolblogger.com/CHEEReader/72747/ Tue, 24 Jan 2006 16:48:00 -0600 http://www.homeschoolblogger.com/CHEEReader/72747/ Salem Area Christian Home School Network   SACHSN Monthly Parent Meetings 2nd Thursday of each month at Faith Baptist Church 3345 Cordon Rd., Salem (1/2 block south of Silverton Rd.) Quiet children always welcome. Questions? call 503.873.3159   South Salem Mom’s Group When: once a month on Mondays, 7 PM Where: 1935 Cunningham Lane, Salem Contact: Heidi Chin: 503.587.8566   Notheast Salem Mom’s Group When: first Monday of each month; 7 PM Contact: Diana Dickey at 503.393.5362   Homeschool Dad’s Breakfast: 6:30 AM to 8:30 AM First Friday of each month at Rock-n-Rogers 3235 Market St. N.E., Salem.  Bring your sons!  Contact: Steve Sparkowich at: steve.sparkowich@gmail.com     http://www.homeschoolblogger.com/CHEEReader/66577/ Wed, 11 Jan 2006 03:29:00 -0600 http://www.homeschoolblogger.com/CHEEReader/66577/ In the Stillness      Be still, and know that I am God -Psalm 46:10 (KJ)      Tucked away in the book of Ruth is this simple little verse: “Sit still, my daughter, until you see how the matter will turn out.”  (Ruth 3:18)  Ruth, who is called a virtuous woman, wisely follows Naomi’s council and she is tremendously blessed. The love and goodness Ruth exhibits in her life is ultimately rewarded by the Giver of every good and perfect gift (James 1:17)  In a short time she moves from widowhood and poverty to marriage and wealth.  Moreover, she becomes a part of the lineage of King David.     We, too, must be willing to sit still and wait upon the Lord, although at times this may require an emormous expenditure of patience.  Sometimes it is simply easier to continue on with a whirlwind of activity, as if busyness and His business are one and the same. But the Lord tell us, “In returning and rest ye shall be saved; in quietness and confidence shall be your strength.” (Isaiah 30:15 KJ)   Will we keep a quiet heart?  Will we rest in the Lord, and wait patiently for Him? (Psalm 37:7 KJ)  After all, it is ultimately the Lord who is responsible for our circumstance.  It is He who assigns us our portion and our cup, and who makes our lot secure (Psalm 16:5)  Sometimes we simply need to follow Ruth’s example and “sit still.” Commit thy way unto the Lord; trust also in Him; and He shall bring it to pass. (Psalm 37:5 KJ) http://www.homeschoolblogger.com/CHEEReader/47662/ Tue, 22 Nov 2005 22:54:00 -0600 http://www.homeschoolblogger.com/CHEEReader/47662/             It happened in Germany, in the Middle Ages.  The year was 1141.  Wolf, the duke of Bavaria, sat trapped inside his castle of Weinsberg. Outside his walls lay the army of Frederick, the duke of Swabia, and his brother, the emperor Konrad.             The seige had lasted long, and the time had come when Wolf knw he must surrender. Messengers rode back and forth, terms were proposed, conditions allowed, arrangements completed. Sadly, Wolf and his officers prepared to give themselves to their bitter enemy.             But the wives of Weinsberg were not ready to lose all. They sent a message to Konrad, asking the emperor to promise sage conduct for all the women in the garrison, that they might come out with as many of their valuable as they could carry.             The results were freely granted, and soon the castle gates opened. Out came the ladies---but in startling fashion. They carried not gold or jewels. Each one was bending under the weight of her husband, whom she hoped to save from the vengeance of the cictorious host.             Konrad, who was really a generous and merciful man, is said to have been brought to tears by the extraordinary performance. He hastened to assure the women of their husbands’ perfect safety and freedom. Then he invited them all to a banquet and made peace with the duke of Bavaria on terms much more favorable than expected.             The castle mount was afterwards knows as the Hill of Weibertreue, or “women’s fidelity.” From The Moral Compass by Bill Bennett   http://www.homeschoolblogger.com/CHEEReader/40096/ Thu, 3 Nov 2005 01:41:00 -0600 http://www.homeschoolblogger.com/CHEEReader/40096/