grades K-3...tell me your way of simplifying!

[Prov31Sandra]

I've noticed a lot of you have really consolidated things, using FIAR for as much as possible, and dropping unnecessary LA, grammar, or waiting until dc are older when possible.

I'd like to hear all of your different methods of doing this. One mom posted how she made readers using the RME notation system, another mom mentioned using copywork from FIAR (where in FIAR? How do you choose?), maybe some of you incorporate Bible using the Bible Supplement, how about spelling?

I'd like to glean!

Thanks.

[Suz MamaFrog]

Sandra,

Here's how I used to use FIAR when I did strictly CM-style, textbookless LA:

Spelling: There's a spelling "System" based on the most frequently used words. You can find one verison of it here. (http://school.elps.k12.mi.us/donley/classrooms/berry/sitton_spelling_activities/main_page.htm) Simply choose words from your age-appropriate list that are in your FIAR title for the week as your words to master.

Vocabulary: in the FIAR lessons

Copywork: If there was a sentence that was repeated, or that was essential to the story, then that would be it. If there was a sentence that described or named the main character, I'd use it. If I couldn't find anything appropriate in the book itself, I might use the title or a memory verse from the Bible supplement. There are some freeware fonts that I use to create my own tracing pages for handwriting instruction, too, or you can simply write it out in highlighter and then they can trace your writing.

Grammar: Copy out sentences from the book, without the capitalization/punctuation. Have dc proofread them and correct. This can be done with parts of speech, plurals, prefixes/suffixes, etc. having the dc underline or circle the appropriate word.

Composition/Creative Writing: Have your dc imagine that they are interviewing someone in the story. What would they want to know about? Write a story or paragraph about what happened right before or after the story began. Write a poem or song using the story as a framework or inspiration. Write a letter to a character in the story, or from one character to another. We used to do country "reports" and travel logs, too. The reports were little nonfiction bits about the particular country we were traveling to that week, while the travel logs were more imaginative, telling about the things we saw and did while visiting that week's country. You can also do little nonfiction reports of science or history topics, too, if you want ot work on this area of writing.

Reading Practice: Team read the book on one of your later readings (like Thursday or Friday.) Have the child read all the words he/she can, or all the words that correspond with that week's phonics lessons. It's great practice for them, and they get sometimes get a kick out of finding out just how many words in their FIAR book they know.

Reading Comprehension: Narration. This is simply asking the dc to tell you about what they've heard read to them. It's best to do this after the first reading, so if you're going to do this with FIAR, do it Monday. I have a whole list of narration starters that liven it up. They are posted over at Homeschool Share here. (http://www.homeschoolshare.com/CM_LA.htm)

Here's one way to do Bible with just the FIAR Bible Supplement:

Monday: Read and discuss the Bible story. Introduce the memory verse.
Tuesday: Discuss how the BIble story relates to the FIAR story. Review verse.
Wednesday: Discuss the character lesson/trait exemplified in the FIAR story. Review verse.
Thursday: Read the Bible story again. Draw a picture or color a page of the Bible story. You can find wonderful coloring pages here. (http://www3.calvarychapel.com/children/site/curriculum.htm) We make our own Bible story books by adding a narration of the BIble story to our picture. Review verse.
Friday: Recite(if possible) and then copywork/write memory verse on pretty paper in best handwriting and add to Bible section of notebook.

We still do some of these things, but after doing them for what seemed like forever with older dc, we were ready for newer, fresher things.

One thing I would have to recommend is that you use some sort of scope and sequence or "what your child should know when" guide, so you know what is appropriate and what is not in regards to choosing your lesson material. It takes a great deal of planning and prep, IMO, to do your lessons this way, but if you enjoy it and have the time, it's worth it!

HTH!
Blessings!
Suz

[Paige P]

Sandra,
I'm not sure how old your children are, but here's a link

http://www.fiarhq.com/~gbprnhrz/forum/showthread.php?t=15494

to a thread where someone has children aged 6, 4, and 2. We all talk about our schedules and what exactly we're doing (and sometimes when).

Is this your first year hsing (I'm sure you've written that in another post, but I don't remember)? Definitely don't burn yourself out. It's easier to start with a manageable schedule and add 10 minutes here and there than it is to start with an impossible schedule and want to chunk it all out the window.

FIAR (with Math and phonics/reading/some writing, depending on where your child is) IS a complete curriculum. Yes, you can add here and there, but maybe some of the "add-ons" should be 2 days a week and another be 3x a week, which would free up some time. I've thought about adding First Language Lessons this year (which I think should only take about 10-15minutes -- I may be wrong) and Story of the World, but I have no intentions of trying to fit those in every day. FIAR (plus math, phonics, and some writing practice) is our bread and butter. They learn SO much, especially if you "extend" the lesson where needed and have them write creatively based on the story (a thank you note from one character to the other, a journal entry, a summary of the book, etc).

[TonyaP]

I've noticed a lot of you have really consolidated things, using FIAR for as much as possible, and dropping unnecessary LA, grammar, or waiting until dc are older when possible.

I'd like to hear all of your different methods of doing this. One mom posted how she made readers using the RME notation system, another mom mentioned using copywork from FIAR (where in FIAR? How do you choose?), maybe some of you incorporate Bible using the Bible Supplement, how about spelling?

I'd like to glean!

Thanks.

Lets see, FIAR covers a lot of what you are contemplating. You aren't going to have sequential grammar lessons, but you will be covering punctuation, poetry, literary devices, etc. as they come up in individual stories. I am using HWT with my 6 y.o. and we just do one page of the workbook a day, so we aren't doing copywork.

If I wanted to do some copywork, I'd probably choose information from a subject that we're already working on- such as writing the vocabulary words and/or definitions from the FIAR story or a Bible verse. I also have the History Scribe set so I might use those. Spelling also would be incorporated with the vocabulary words or copywork. Or if you are still doing phonics, simply choose some of the sight words or phonics words and spell them. (That gives you handwriting practice and phonics).

Hope that makes some sense.

T.

[Lori D]

I don't know if I have a method. This is our schedule(for 2nd and preK this year).

Bible- read w/breakfast- discuss reading- color picture and put in notebook(optional)
FIAR- as shown in sample planning page in the back of the book- social studies on Monday, language arts on Tuesday...
Phonics- 10-15 minutes a day- 3 or 4 days a week
Math 10-15 minutes a day- 3 or 4 days a week

[Heather W]

For K my son is doing FIAR, RME, Handwriting, and math. We use copy work from FIAR books for handwriting. We use the StartWrite software for handwriting.

For 2nd grade my dd is going to do FIAR, Math, and lots of reading (though not a program). Her grammar and handwriting will be from her FIAR selections first through copy work then dictation. Same with spelling though I may begin Spelling Power with her later.

My 4th ds will do BYFIAR, Spelling Power, Math, and grammar- his grammar all along has been from his BYFIAR/FIAR selections. He currently copies up to 3 paragraphs from dictation and corrects his spelling after I look it over. We focus on a few grammar concepts using a scope and sequence for grammar. We use Learning Grammar through Writing. I'm looking to get Write Source 2000 as well later this year.

I have never used a separate grammar program for my kids. The FIAR books provide a lot to work with and I prefer it to be in the context of what they are studying rather than an extra activity.

Where do I choose the passage? I look for something that might have something important to say:lol: or most of the time I look for one that is the right length AND has some fun grammar to go over. It has to reflect what I want them to learn that week. We stick with the same one for the week most times.

[Prov31Sandra]

I took some time to sit down and go through all the language stuff in FIAR, and was pretty impressed with how much is covered. I decided since we're using a very complete and comprehensive math that I could skip the math in FIAR and do more language (as long as it fits dc of course.)

Then I re-read Ruth Beechick's 3R's and I feel very confident that, using copywork, I could teach grammar all the way up to about 7th grade level with no problem. (I like grammar.) I really feel that lots of copywork and dictation could do what Ms. Beechick says! She even lists in 3R's what grammar and writing needs to be covered each year.

We don't need handwriting, b/c my ds is extremely good at it...he's only 5.5 and decided he was done with dotted lines and moved right into a marble notebook. Don't know how...I sure didn't have much to do with it!

The phonics is slow-going. My son just loves to guess on phonics pages, but then reads an entire book effortlessly. ?? So today I tried Ms. Beechick's method of just taking the phonics rule and talking about it as it came. It went great! My son perfectly applied the rule in the story he read!

The one last thing is spelling. I just can't seem to wrap my head around how kids will learn spelling through copywork and dictation. I mean, don't they need a thousand rules? I read and re-read Ms. Beechick's section on spelling and I still didn't really get how, on a daily basis, you actually do that.

Can anyone elaborate there?

Thanks, this is getting much better. FIAR covers a LOT and copywork does too.

[TonyaP]

For me personally, spelling starts with knowledge of the phonics rules, then moves to the exceptions. Then there are the spelling device rules such as how to add "ing", etc. I follow that with memorized spellings that don't follow the rules. Finally, knowing the root of the word helps in spelling so it's my intention to introduce some word root studies when the children are older. But, not of that is necessary until much later. Wood root studies will come as a part of vocabulary when they are older.

Make sense?

[Lynna]

I have to say Thank you to all the ladies who posted here even the lady who asked the question. WOW! is all I can say! What wonderful information. During the Central Midwest Kickoff I was blessed enough to talk to many ladies and one said, "don't worry about grammer so much yet." plus she gave other great advice which I willing took. But like the Sandra, I could not wrap my brain around, not worring about grammer yet! But Suz gave so many good tips on what to do that is not a "formal" grammer circ. that I feel I can do these and be comfortable with it and not worring!

What a blessing you ladies here on the boards are! WOW!

Lynna

[Amee]

For each FIAR book, I have my son pick his favorite sentence to use as copywork. On other days we use memory verses, poems, or nursery rhymes. Last month we did "Paul Revere's Ride," and I looked up quotes from famous patriots.

About spelling: I am sure not an expert, since my oldest is only 7, but I can tell you what I think after reading various things about spelling and thinking about my and my husband's experiences. I am a pretty good speller, and I used to think it was because I read so much. But my husband is an avid reader and a horrible speller. Even though I don't know a lot of rules, I can usually look at a word and know if it looks right or wrong; my husband will look at the same word and can't tell (even though he is the smart one :) ). I am a visual learner and he is more hands-on. So I think that spelling maybe comes easier to more visual people, while other people need to spend more time studying the rules.

I am pointing out some spelling rules in my son't copywork, but I think probably when we advance to dictation, spelling will come into it more. My plan is to wait until he is doing dictation, see how his spelling is, and then decide if we need a separate spelling program.

[molly b]

Based on my experience with by oldest, now 8, I agree with Aimee about spelling coming quite easily to visual learners. I decided not to belabor spelling and even dropped the workbook after I realized my son learned more about spelling from reading books and copywork. But, I recall a very intelligent friend from my college days who excelled at math and also read plenty but was not a "natural" speller. If you have a similar child, then putting more emphasis on phonics rules would seem to be in order.

Also, I've noticed lots of cautions on this board against trying to add too many things to FIAR. Well, I am one that adds things in (and consequently subtracts things from FIAR). Putting together our totally unique curriculum is something that gives me great JOY. With four young boys, one special needs, I certainly don't have extra time on my hands to piece together a curriculum, but because it brings me so much JOY, I make time for it! I did this last year and it worked successfully for us. All of the add-ins are based on PLEASURE, what we like, and NOT on external requirements. For example, I prefer to use a chronological American History approach, and we love Beautiful Feet's Early American History curriculum which uses wonderful literature for the parent to read aloud and a notebook/copywork approach. So, we do this two-three days/week and tend to use only the geography/culture/human relationship FIAR lessons, passing over most of the history.

Also, this past year we used plenty of the FIAR science lessons which are excellent, but somewhere along the way became hooked on a delight-directed interest in birds. I found that I (and the children) prefer mostly an immersion approach to science, studying one topic for about a semester. This year, with a few exceptions as time allows, we'll skip most of the FIAR science lessons and will be using Zoology 1: Apologia's Flying Creatures of the Fifth Day (animal classification, birds,bats, insects and lessons on flying). I'm also purposely choosing the FIAR titles that include bird/flying/animal classification lessons, such as The Salamander Room and Owl Moon. And the kids will continue with their delight-directed nature notebooks.

One other thing I'm trying this year is a "theme-focused" chapter book read-aloud program that I'm putting together. I feel like God is leading me to emphasize courage, resourcefulness and responsibility with my boys this year. So, instead of just randomly choosing read-aloud titles as I've done in the past, I've chosen some books that deal with these themes, including FIAR titles,chapter books to read aloud, and also chapter books my son will read with me.

My point is that if you TRULY ENJOY adding a few things in and it's ENERGIZING, then by all means do it! Of course, newbies to homeschooling should realize that it will likely take some time before you realize what things "light your fire."

I hope I don't become a FIAR "outcast" after posting this. I love FIAR dearly! I just can't use ANY curriculum exclusively; I'm not wired that way! There are so many of us on this board and we are all put together differently by our God. I just felt I needed to post this.

Molly B.

[Prov31Sandra]

That's the beauty of homeschooling. Do what works for you and your family. :clap:

[Jane Claire]

Just a note for those looking in, the applied math lessons in Five in a Row are very short and not at all a substitute for a math program. When you are ready to teach math, you will need a math program.

The tiny lessons in Five in a Row are simply meant to excite your student about all the ways math is used in the world around him--and that math can be found even in the picture books that he reads!

These are special lessons that give relevance and meaning to the days when you will assign regualr math work. In other words, if you teach the FIAR little math lessons, you may find your student understanding many different ways to "use" the regular math lessons he learns each day.

Blessings,

[TonyaP]

Very true, my DS' often insists on counting something on each page of the story I am trying to read. :)

[Kendra AU]

Sandra, I was homeschooled from 2nd grade through 12th, and then proceeded to take college credit writing courses at home. I had spelling one year while being homeschooled.

Aside from that we never had the repetitive spelling lists where we had to constantly spell out the same word millions of times. Honestly speaking, I seriously doubt I'll ever use a spelling program with my own children. While I never had many complaints about school, the one dreaded thing I remember from school was writing out spelling words three times each day per word, in three different sentences. I still want to cry at the thought!

People use to ask Mom if she was concerned that we'd have poor spelling. Mom pointed out that we read a TON and we also did a LOT of creative writing. She always corrected words we spelled wrong, and I do remember handing her the letters to "remember" for a church bulletin wrong once and she made me spell the word out 25 times. I've never spelled it wrong since. :lol:

Honestly, the more your children see a word, the more they use it, the more it will become like a good friend and they will quickly remember how to use it and spell it. Think of it like this, when your children were learning to talk, you didn't sit there and say "cat, ball, dog, house, etc". You simply went on with life, talking to them, interacting with them, etc. Now, they know how to speak, they learn new words and their meanings all the time, because their vocabulary is always growing. Spelling is often the same way.

As for the FIAR math. We do it as well as using a math program. I find it a fun way to encourage them forward with things we've learned. It's a great way to find out how much they remember, or to show them a real purpose for having learned numbers and facts, etc.

Kendra

[Prov31Sandra]

I had systematic phonics, but not spelling. I spell very well. But then again, I am a visual learner.

My husband had neither systematic phonics, nor spelling, and is not a visual learner (He is a computer programmer, Engineer) and he is very well read. But he can't spell at all. Not even ordinary everyday words.

I really don't know what the secret is to good spelling. But I do think phonics may have something to do with it. And lots of reading.

I figure, I'll try the natural method. If, by 4th grade, it's not working, then we'll use Sequential Spelling.

If my day is just FIAR, copywork, reading, and adding phonics to our phonics notebook, and Saxon math, I can handle this. It's about as simple as I feel comfortable with, but I think it's going to work for us!

I like to be DONE school (including reading for fun, and cuddling with dc in the morning, etc.) by 12:00.

I don't think that would happen if I were to add in lots of other formal learning.

I'm really thankful for hearing everyone's experiences. You've been very helpful. Now I just need to keep on!

[Christie]

I'll be printing this thread and will refer back to it often. Thanks for the ideas for streamlining!