The Homeschool Handbook

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Story Time For Me

March/April 2011$6.50 USA/$15.50 INTL

What they need to know:

A big picture of education

#1Reason to Homeschool

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Page 28

Page 40

ACE the monster

Page 16

SAT

Great Online Stories For Kids!

Congress Introduces Legislation to Make American Community Survey Optional

By: Melanie Palazzo, HSLDA Congressional Action Program Director

SOMetIMe over the past decade you may

have received an American Community Survey from

the U.S. Census Bureau. The American Community

Survey is currently sent to around 3 million addresses

a year. It asks 14 pages of very specific, invasive

questions like “how many

bedrooms do you have,” “how

much is your water bill a month,”

“what time did this person [a

member of your household] leave

home to go to work last week,”

among others. Currently, U.S. law

requires that you fill this survey

out in its entirety or face a fine of

up to $5,000.

American citizens saw their first

census in 1790. It was six questions

long. The authority to conduct this

census came straight from Article 1

of the U.S. Constitution. American

citizens have seen a U.S. Census

form come to their door every

10 years since. However, in

1992, Congress decided that the

information collected in the census

every 10 years wasn’t enough.

The American Community Survey

was created to be sent to select

households every year to provide

additional demographics and

information to the federal government.

On March 3, 2011, Congressman Ted Poe (TX)

introduced H.R. 931 to the House of Representatives.

H.R. 931 would allow most of the questions on the

American Community Survey to be optional. If H.R. 931

became law, the only questions that would be mandatory

would be questions on your name, date of response,

contact information, and number of people living at

the same address (similar to the

information asked on the original

census in 1790).

HSLDA has long been

concerned about the level of

personal information collected and

the invasiveness of the American

Community Survey. We are grateful

to Congressman Poe for introducing

H.R. 931 and giving the American

people control of what personal

information they share with the

government.

Action RequestedWe encourage you to contact

your U.S. representative and share

with him or her your thoughts

on this bill.

You may reach your U.S.

representative by calling the

U.S. Capitol Switchboard at 202-

224-3121 or toll-free at 866-220-0044. If you do not

know your U.S. Representative, please use HSLDA’s

Legislative Toolbox.

American citizens saw their first census

in 1790. It was six questions long.

The authority to conduct this census came straight from

Article 1 of the U.S. Constitution. American citizens have seen a U.S.

Census form come to their door every

10 years since.

Brilliant Publishing LLC9034 Joyce Lane, Hummelstown, PA 17036

Telephone: 717.571.9233Fax: 717.566.5431

PUBLISHER / ADVERTISINGPublisher

Maureen [email protected]

717.608.5869

EDITORIALEditor In ChiefMaryAnne Morrill

[email protected]

Senior EditorMichelle Donofry

[email protected]

Style / Asst. Editor Charity Plata

Subscription Service / Back Issues:[email protected]

CONTRIBUTING WRITERSJerry Bailey, Kris Bales, Jan Bedell, Jean Burk,

Davis Carman, Jeannie Fulbright, Jeff Gitt, Barton Goldsmith, Monica Irvine, Sarita Holtzmann,

Sandy Jenney, Barbara Jones, Shara Lawrence-Weiss, Michael Lyons, Heather Manley, Melanie Palazzo,

Andrew Pudewa, Debbie Thompson, Sandra Volchko, Bret Welshymer.

PRODUCTION / DESIGNArt DirectorJeremy Tingle

[email protected]

The Homeschool Handbook is published bi-monthly by Brilliant Publishing LLC, 9034 Joyce Lane, Hummelstown, PA 17036 Telephone: (717) 571-9233, Fax: (717) 566-5431. Postage paid at Michigan City, IN and additional offices. POSTMASTER please send address changes to The Homeschool Handbook, 9034 Joyce Lane, Hummelstown, PA 17036. Volume 2 Number 02. The Homeschool Handbook subscription rates: one-year $19.95 USD, Canadian $59.95 USD, Foreign $89.95 USD. All subscriptions are non-refundable. Copyright © 2011 Brilliant Publishing LLC. All rights reserved. the publisher reserves the right to accept or reject any advertising or editorial material. Advertisers, and/or their agents, assume the responsibility for any claims against the publisher based on the advertisement. Editorial contributors assume responsibility for their published works and assume responsibility for any claims against the publisher based on published work. No part of this publication can be reproduced in any form or by electronic or mechanical means, including information storage and retrieval systems, without written permission from the publisher. All items submitted to The Homeschool Handbook become the sole property of Brilliant Publishing LLC. Editorial content does not reflect the views of the publisher. The imprints, logos, trademarks or trade names (collectively the “Marks”) displayed on the products featured in The Homeschool Handbook are for illustrative purposes only and are not available for sale. The Marks do not represent the implied or actual endorsement by the owners of the Marks of the product on which they appear. All of the Marks are the property of the respective owners and are not the property of either the advertisers using the Marks or The Homeschool Handbook.

MEDICAL DISCLAIMERNo warranty whatsoever is made by the publisher and there is absolutely no assurance that any statement contained or cited in any article touching on medical matters is true, correct, precise, or up-to-date. Even if a statement made about medicine is accurate, it may not apply to you or your symptoms. The medical information provided is, at best, of a general nature and cannot substitute for the advice of a medical professional (for instance, a qualified doctor/physician, nurse, pharmacist/chemist, and so on). None of the individual contributors, LLC members, subcontractors, advertisers, or anyone else connected to Brilliant Publishing LLC and The Homeschool Handbook can take any responsibility for the results or consequences of any attempt to use or adopt any of the information presented in this magazine. Nothing included, as a part of this publication should not be construed as an attempt to offer or render a medical opinion or otherwise engage in the practice of medicine.

HOw do you raise happy, motivated, educated kids? We’ve all heard

“I just want my kids to be happy” a thousand times. But do we have a shared

definition of what that means? Or even a private definition? Is happiness

really about having fun and doing what you want when you want? Maybe.

Is it about having options and choices? I think so. Words like happiness,

motivation and education are “big” words with nuanced meanings with

many shared and not so shared opinions. Education seems to be on the

forefront of our minds these days and in our media with the “Battle Hymn

of the Tiger Mother” book and “Waiting For Superman” movie.

To steer our kids in the right direction, we need to identify the components

of happiness, motivation and education. One must first identify the destination

so that we can then chart our course. Once we’ve established that vision, we

shouldn’t shy away from the difficulties and challenges (and even the pressure)

associated with accomplishing those goals. After all, nothing good comes

easily. Homeschooling is not easy. Organization is not easy and Happiness is

well…different for each of us.

So many of you have shared with me your vision, your questions and

those nagging things that keep you awake at night in an effort to raise happy,

motivated, creative, respectful and educated children. I thank you all for taking

time to share your thoughts and opinions with me. I hope you will continue to

do so and find many helpful insights and inspirations within our pages. As we

continue to bring you a magazine worthy of your time, please do not hesitate to

let us/me know how we can make it better. Your time, ideas and opinions are

always greatly appreciated!

Remember always….

Education Matters!

P.S. Don’t forget to Follow us on Facebook And Twitter: We post

helpful hints, ideas and resources there that you won’t want to miss!

www.facebook.com/TheHomeschoolHandbook

Follow us on twitter:

http://twitter.com/@TheHomeschoolBecome a Fan on Facebook: The Homeschool Handbook Magazine

™

Maureen Williams, Publisher

[email protected]

717-608-5869

4 Homeschool Handbook | March/April 2011

Every time he goes to the movies, turns on his PlayStation, or goes online, he hears different ideas about who he is, his purpose in life, and how a man is expected to behave. These messages are often in

turn for answers?

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WHAT WILL HE BELIEVE WHEN

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Recommended by

CHUCKCOLSON on BreakPoint

lifestyle3 Congress Introduces Legislation to Make

American Community Survey Optional

8 The Public School Parents’ Guide to Homeschool Parents

10 What They Need To Know: A Big Picture of Education

solutions12 A Homeschool Parent’s Guide to Increasing

High School Students’ Marketability in Higher Education and the Workplace – Part 1

15 Etiquette In Training

16 Ace the SAT Monster

18 Procrastination

19 Simple ways to set up your home to be a “learning place.”

curriculum20 Content Area Literacy

22 Overcoming the Fear of Science

24 Writing Without Tears

organization26 Help Your Child By Teaching Him To Help You

Your resource, support & inspiration for a successful at home education & lifestyle.Whats inside

6 Homeschool Handbook | March/April 2011 www.TheHomeschoolHandbook.com

contents|2011volume 02, issue 02

For Breaking News, Updates and Tips Please: Like The Homeschool Handbook Magazine on Facebook at:

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christian corner28 The Number One Reason to Homeschool

30 High School Students with Hearts Toward Christ

special feature32 Dyslexia – A Neurodevelopmental Approach

health & hearth34 A Veggie U Recipe – Kid’s Calzones

35 Healthy Spring First Aid Essentials

extra activities38 Q-Tips N’ Cotton Balls

columns40 Internet News: Story Time For Me

41 product spotlights

resources42 Index/Resources List

Your resource, support & inspiration for a successful at home education & lifestyle.Whats inside

March/April 2011 | Homeschool Handbook 7www.TheHomeschoolHandbook.com

The Public School Parents’ Guide to Homeschool Parents

lifestyle

we all know that there are a lot of misconceptions about

homeschoolers, and, while most of those tend to be centered

around the kids, there are a lot of misconceptions about

homeschool moms (and dads), as well. I'm often surprised to

hear some of the things that people who don't homeschool think

about homeschoolers. I guess I shouldn't be. I used to be a

public school mom (for two years) and I imagine that I thought

some of these things, too, though it's been so long, I really can't

recall for sure.

Anyway, I'd like to make some homeschool mom confessions

(at least, as relates to this homeschool mom). Oh, and the title

just sounded fun. No negative implications intended there

at all. Some of my best friends and favorite relatives are public

school parents.

1. We do not have superhuman patience. I can't tell you the number of people who say to me, "I

couldn't homeschool; I don't have enough patience" or some

variation thereof. Let me tell you, my name and patience

rarely occur in the same sentence unless someone is saying,

"Kris has no patience."

I have told people, "I know that homeschooling isn't for

everyone and I'm not suggesting that you should homeschool,

but if you're going to give me an excuse, you'll have to come up

with a better one than that because if I have enough patience to

homeschool, anybody does!"

When we first began homeschooling, I told the neighbors,

"If you come home from work one afternoon and there is yellow

police tape around the house, you'll know that one of us [the

kids or I] ran out of patience." So far, we've all survived, but

seriously? I've done homework with my oldest when she was

in public school. So far, my worst day of homeschooling hasn't

been any worse than my worst night of homework.

2. We don't homeschool because it gives us the warm fuzzies.

There are probably almost as many reasons to homeschool

as there are homeschoolers, but I don't know of anyone who does

this just because it makes them feel good because, you know

what? Some days, it does not feel good. Some days involve

tears, whining, yelling...before breakfast...and not necessarily

from the kids. Which leads me to confession number three...

3. Some days, we watch with envy as that yellow school bus drives by.

We don't do this because it's easy or a cop-out. Some

days, homeschooling is just hard. Some of us have been

known to threaten to send our kids to public school (my kids

can tell you exactly how far we live from the public school

because I've mentioned it a time or two). Some of us have

spent more time than we'd care to admit daydreaming about

what we might do if our kids were in school all day. And,

there are some days when it takes every ounce of will power

not to chase down that school bus. However, when push

comes to shove, we know there is nothing else we'd rather

do than homeschool our kids.

4. We don't think our kids are better or smarter than yours.

Most of us are average moms and dads with average kids

who have their areas of strength and their areas of weakness

-- academically and personally -- just like yours. We have our

hopes and fears, doubts and insecurities just like you do. Do

some homeschool parents have gifted kids? Absolutely! Do

some homeschool parents have kids whom the parents think

are gifted, but in reality, not so much? Yes. Do some public

school parents have gifted kids? Yep. Do some public school

parents have kids whom the parents think are gifted, but in

reality, not so much? I think you see where this is going.

We all -- public, private, or homeschool parents -- think

our kids are pretty special. That doesn't mean that we, the

homeschool parents, think our kids are better than those not

educated at home.

5. Our decision to homeschool is not a personal commentary on your decision not to.

Contrary to popular belief, we do not think that homeschooling

is for everyone. We don't think that you're a bad parent or that

you don't care about your kids as much as we care about ours

because you don't homeschool them. We see educational

choices as yet another personal parenting choice and we realize

that you are making the choices that you see as best for your

family, just as we are.

6. Our decision to homeschool is not a personal commentary on the jobs of public school teachers.

Many of us do have a beef with the public school system

as a whole (I don't think that is exclusive to homeschoolers).

Although we may see the system as flawed, this observation

does not typically extend to individual teachers. Most of us

realize that the majority of teachers are good people, doing

a good job with a whole lot expected of them for pitifully low

compensation based on the time and effort their jobs require.

By: Kris Bales


The Public School Parents’ Guide to Homeschool Parents

7. We realize that there are homeschooling families who probably should not be homeschooling.

However, this is true in every area of life. There are

public and private school teachers who have no business in

the classroom. There are parents who have no business

having kids.

We, who are so often judged, try not to judge others and we

definitely do not want to our rights as parents restricted because

of a few sensationalized cases. The majority of parents who

homeschool are doing so honestly and with integrity, raising kids

who are just as ready for life after homeschool as any other kid

is for life after graduation.

8. Just because we're Christian doesn't mean that we are "religious homeschoolers."

There are a huge percentage of us who, while we are people

of faith, would not necessarily say that we are homeschooling

for religious reasons. Being able to share our faith with our kids

and looking at our studies with a Christian worldview is a huge

benefit of homeschooling, but many of us would not consider it

the singular reason we homeschool.

9. We don't do this to shelter, over-protect, or isolate our children.

People who don't homeschool often don't realize what is

available to homeschooled kids. Our area offers band, soccer,

baseball, football, tennis, track, volleyball, prom, monthly

socials, graduation, graduation banquet, yearbook, co-ops and

classes, and so much more. These kids are not sitting at home

by themselves every day. They're out with other kids enough

to experience their fair share of mean kids, bullies, and, for the

older kids, teen-aged angst.

And, look how many of us have more kids than the national

2.5 average! Seriously, if you have siblings, you know that

there's no one better to help your practice interpersonal and

conflict resolution skills than siblings.

10. We don't do this to annoy you. We homeschool because we feel that it's the best choice for

our families. We don't ask you to think it's the best choice for

your family. We did not wake up one morning and flip a coin to

decide on this lifestyle. We prayed about it, researched it, and

talked about it long before deciding that homeschooling was the

right choice for our family. We do not come to your blogs or

corner you at the soccer game to tell you how bad we think your

decision to send your kids to public school is because we don't

care -- not in the negative "don't care" way, but in the "that's

your family's decision and we respect that" way. You are doing

what you feel is right for your kids and that's exactly what you're

supposed to do. It's what we're doing, too.

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Kris is the sweet-tea-drinking, mostly socialized voice behind Weird, Unsocialized Homeschoolers. With her own brand of tongue-in-cheek humor, she offers tips, resources and ideas to encourage and equip homeschooling families. She chronicles her 70-pound weight-loss on her blog, Eclipsed.

www.WeirdUnsocializedHomeschoolers.com

A HOMeSCHOOL mom recently interviewed me for her radio show.

While she asked a host of great questions, I found her final one particularly intriguing:

"Can you give me a big picture overview of what you think education is?"

This is a question that we as parents, homeschoolers and non-homeschoolers alike

may seldom think about. Too often we may choose to send our children off to school

assuming that traditional schools have a united and sound answer to this question.

I am not certain they do. I also wonder if most of us who homeschool have thought

deeply enough about this question. After Hannah asked me, I've decided this is a

question I need to ask myself every year.

The following is (something like) what I said in response to that intriguing question:

As home educators, we must teach at least the Three R’s— ‘readin’, ‘ritin’ and

‘rithmetic’.

Within reading, we must provide our students a wide variety of material to expand

their cultural literacy. In E.D. Hirsch's book, Cultural Literacy, he describes two very

basic; simple reading assignments teachers gave a group of junior college students.

The first assignment discussed "love" in a generic manner. All the students were able

to decode all the words in the assigned article and, since "love" is something almost

everyone has some knowledge of, all were well able to

respond to the comprehension questions.

The second assignment, however, had to do

with the meeting between generals Robert E. Lee

and Ulysses S. Grant at the Appomattox Court

House in April of 1865. All the students could

decode (i.e., "read") all the words in the article.

But some students were culturally illiterate—

some didn't even know that the Civil War had

taken place, much less when it occurred or that

Lee and Grant were the key generals on the

opposing sides. These students were completely

lost. The article simply "didn't make sense" to

them. They were unable to interpret what they

were reading and, therefore, were unable to

answer basic comprehension questions about

what they read.

By: Sarita Holtzmann

what they need to know: A big picture of education

lifestyle


Hirsch states that authors assume their readers have

enough background information to understand what they are

writing. Based on the study of these junior college students,

however, it is clear that people who are not widely read can

struggle with even the most basic texts.

Therefore, to be well educated, students must read

materials covering a wide range of subject matter.

We must encourage our children to write clearly

and well.

I read recently that if two candidates for a job seem

equally qualified, the Human Resources person should hire

the one who writes better. Much of the working world relies

on well-written communication.

Regarding math, we should help our children achieve the

highest level of math mastery that they can. Many careers

require a strong foundation in mathematics.

But, from my perspective, quality education encompasses

so much more than the Three R's.

As parents, we must train our children to love the Lord.

We should read the Bible with our children daily and require

them to memorize passages. Young children memorize

much more easily than adults, so draw on that reality.

May we strive to provide our children with heroes—

ordinary people whom God has used to impact the world.

Read biographies and encourage your children to attempt

great things for God.

Help your children understand history. To effectively live

in today's world, we need to study and learn from the history

that has gone before.

We must train our children to think. While textbooks help

expose students to cultural literacy topics (that, hopefully,

they remember after reading), I fear that textbooks authored

by one person (or a small team) come across as too

authoritative. I believe children read textbooks and believe

that the information included must all be "true." On the other

hand, when students read a wide variety of books by diverse

authors, they are forced to critically evaluate the text they

read. I believe that is a valuable life skill. May our children

read the newspaper or listen to the news carefully, with the

ability to discern the biases of the authors, the "spin," the

truth and the error.

While electives, of course, are optional, we can use

them to help our children discern their strengths and career

interests. I didn't know my daughter Jonelle had an art

aptitude until she took an art class. She ended up as an

art major in college and has enjoyed a successful career in

something I would have never imagined had she never taken

that optional, "stray" class!

And, finally, we want to raise up children who love to learn.

We don't want our children simply to have heads stuffed full

of facts, children who "finish" school and never crack a book

again. May we and our children be people who consistently

learn new things.

Sarita Holzmann is the co-founder and

president of Sonlight Curriculum (www.

sonlight.com). She cherishes a legacy

of family-centered, literature-rich home

education and seeks to provide families with

the rich resources they need to raise life-long learners.


A Homeschool Parent’s Guideto Increasing High School Students’ Marketability in Higher Education and the Workplace – Part 1

By: Debbie Thompson

solutions

wHen the vast majority of entry-level workers have

earned their high school diplomas and college degrees, it

can be difficult to stand out and be recognized for valuable

skills and abilities. The job market and college enrollment

are competitive, which drives admissions officers and

employers to look for more skills and experience in their

candidates. Beyond college acceptance and the entry-level

job market, the competition only intensifies as the stakes are

raised and the caliber of peers’ credentials increases.

For students who are focused on securing successful

and fulfilling careers, becoming a professional achiever

must start in high school. There are several courses of

action that you can take to encourage your homeschooler

to develop his or her skills prior to collegiate and career

pursuits, increasing your student’s marketability to decision-

makers. The following opportunities can be combined in a

variety of ways to supplement your student’s achievements,

reinforcing successful areas and filling in any gaps. You

and your child can analyze your child’s performance in

three major areas of marketability: academic achievement,

professional development, and community involvement.

Simply choose enrichment opportunities that correspond to

any weak areas in order to increase your student’s overall

marketability and get the results you both deserve.

ACADEMIC ACHIEVEMENTThis area of high school student marketability is especially

valuable if your homeschooler is planning to attend college. It

can help your child gain acceptance at the institutions of his

or her choice, potentially qualify your child for scholarships

and honors programs, and give your child an advantage

over the competition when it comes to choosing classes.

Earning College Credit in High SchoolIf your child chooses to earn college credit while still in high

school, both you and your student can enjoy the benefits of

this decision. When assessed by an admissions officer, your

student will appear to be more motivated and academically

apt than peers who have neglected to put forth the extra

effort to earn credits. Additionally, you will be able to save

on college costs when your child earns credit for required

courses and is released from the obligation to take these

classes. Earning credits in high school also decreases the

likelihood that your student will need to take extra electives

to meet credit requirements for college graduation.

When choosing classes or tests to take for college credit,

it can be helpful to assess the freshman course load at your

child’s preferred institutions. Even if your student is planning

to defer college, you can check technical colleges to see

what the general education requirements might be. Overall,

classes that satisfy requirements like foreign language,

freshman English, introductory math and science classes,

and general humanities can help your child take more

major-specific courses earlier in his or her college career.

You will also be able to avoid the costs of general education

courses, housing, and meal plans that would have been

required without the benefit of earning college credit in high

school. With the right classes and test scores, your child

could earn an entire semester’s worth or more of college

credit long before arriving on campus.

There are many different options for earning college

credit, but no matter which one you choose, it is important to

make sure that your child’s preferred institutions recognize

and accept the credit your child earns. Different institutions

may also have specific score requirements for earning

credit, and high scores can even count as more than one

college course (typically up to three). To find out about credit

parameters at specific institutions, search college websites

for the common terms “placement information” or “placement

opportunities”. You should then be able to find credit policies

for specific test providers, exams, and scores. If not, contact

the institution’s admissions office.

Some of the most common tests for which credit is given

are the IB, AP, DSST (formerly DANTES), and CLEP tests.

Some newer tests that are less familiar but are becoming

more recognized by many institutions include the UExcel

tests. It can be overwhelming to decide which test provider


to use and which exams to take, but if you follow these steps,

you can get the information you and your student need to

make the right decision.

1. Find out about the credit policies at your top three to

five colleges.

2. Decide which provider you want to use and which

exams you want to take.

3. Contact the appropriate service coordinator for the

test provider(s) you have chosen. This will allow you

to find the nearest location that offers the exams

you want to take. Call no later than March 1 to make

sure you get your exams scheduled.

AP: Call the service coordinator toll-free at 1-888-225-

5427 or email [email protected].

IB: Go to http://www.ibo.org/general/ibexam.cfm. On

the left sidebar, select “IB Diploma Programme” from the

“Programme(s)” drop-down menu. Select “United States” from

the “Country” menu and your state from the “State/province”

menu. After clicking “Find”, you will have a list of schools in

your state that provide IB exams. Click on individual schools

to get contact information on the right sidebar.

CLEP: Go to http://apps.collegeboard.com/cbsearch_

clep/searchCLEPTestCenter.jsp and enter your geographic

information to find a testing site near you.

DSST: Go to http://www.getcollegecredit.com/search.

html and enter your geographic information to find a testing

site near you.

UExcel: Go to http://www.pearsonvue.com/uexcel/ and

click on the “Locate a Test Center” button on the right side of

the page. Enter your geographic information to find a testing

site near you.

Another way to earn college credit in high school is to

sign up for dual enrollment. This allows your student to take

classes for credit at a local community college or online

while still attending high school. Before you sign up for

classes, make sure that any credits your student might earn

will transfer to his or her institution of choice. You can do this

by contacting the admissions offices of your student’s top

college selections.

Taking Placement TestsPassing placement tests at specific institutions might not

result in credit, but it can enable your child to bypass classes

that would be a waste of his or her time. If your child has not

earned college credit in a certain subject, you might consider

having your student take a placement test to avoid attending

unnecessary classes. For example, your student might have

English and Spanish credits, but nothing that could count

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toward freshman math requirements. In this case, you

could contact the admissions office to determine whether

or not there is a test your student could take in order to

place out of freshman math. You could also search the

college website for “placement opportunities” again to see

if you can find online tests or information about placement.

In some cases, high SAT or ACT scores can also place

your student out of certain freshman courses.

Creating a Professional Transcript

As a homeschooling parent, you are responsible for

helping your student portray him- or herself accurately

and positively to admissions officers. A significant part

of fulfilling this responsibility is creating a professional

transcript with all of the information an admissions officer

needs to assess your student. You can use an online

transcript service, order software to create your own

professional transcript at home, or use a simple word

processor to format a professional transcript if you have

the skills to do so. Regardless of the method you use to

create your student’s transcript, print it on nice resume-

type paper and don’t provide more than a sheet or two

unless your college allows it. You will need to include the

following information:

School Information: Include the name of your •homeschool, its full address, and a phone number.

Student Information: Provide your student’s full •name with the last name first, home address, gender, date of birth, and Social Security number.

Academic History: Create a table that lists your •student’s courses by year. You can categorize them as freshman, sophomore, junior, and senior courses, but it helps to also include the school year for each grade. You can also indicate whether each course was completed during a fall or spring semester. Next to each course listing, add the grade and number of credits your student earned (courses are usually worth 1 or 0.5 credits).

Academic Summary: Show your student’s •cumulative GPA by year and average those values to get a final GPA. This section should also include your student’s total number of credits earned and date of graduation.

Credit Distribution: Give admissions officers an at-a- •glance perspective on your student’s coursework by including a credit distribution table. Simply start with freshman through senior categories on the left column and course categories at the top, and then fill in the table with the number of credits earned. Main categories include social sciences, natural sciences, math, English, foreign language, and fine arts. You can include additional categories as needed or simply add an “Other” category.

Grading System: Describe your grading and GPA •scales by specifying letter grades A+ to D- for point values (such as 97-100) and GPA values (such as 4.0).

Validation: At the end of the transcript, add a •signature line with your job description (such as Principal or Administrator/Teacher) and sign the transcript before you send it.

Supplemental Information/Activities Log: You might •also attach a log, which would include the items listed below. Include total hours and dates of the activities when appropriate. Highlight any positions of leadership held.

1. Standardized Test Scores: Again, you can make a

table to display this kind of information. Include the name

of each test taken, the type of test (such as achievement or

admissions), the date your student took it, and the scores

he or she received.

2. Previous Secondary Schools, Special Seminars

or Training Attended: Include the names, addresses, and

enrollment dates for any secondary schools your student

may have attended prior to being homeschooled. Also list

special certificates or training seminars attended.

3. Book List: Briefly list books that the student has

read in high school.

4. Extracurricular Activities: Here, you should

include short descriptions of your student’s extracurricular

activities, such as sports, group and club memberships,

leadership positions, and mission trips during high school.

5. Community Service or Volunteer Efforts:

Describe your student’s volunteer activities. Most college

admissions and scholarship officials like to see a student

that has created a program for their community and carried

it out to fruition or made a difference in their community

through their on-going service to a cause or organization.

6. Jobs: List jobs the student has held whether for

pay or volunteer.

For professional-looking diplomas and transcripts or to

receive a free Activity Log or more information on testing,

email us at [email protected] and put “Newsletter” in

the subject line.

solutions

Debbie Thompson, (www.TriangleEd.com) is Director of Triangle Education Assessments, LLC, which helps thousands of homeschoolers each year with their achievement, ability, career and practice test needs.


the Big “no” wordGO wItH Me for a moment to the land of “make

believe” and just imagine this situation: Your child comes

into the kitchen and excitedly says, “Hey Mom. David just

called and asked if I could go to the Zoo with him tomorrow.

He said they have an extra ticket, so can I go?” You reply,

“I’m sorry honey, you’ve got a dentist appointment tomorrow

that we really need to keep, so you’ll have to decline his

offer this time.” Your child replies, “Oh well, I understand

Mom. Thanks for thinking about it.” Your child then turns

and goes to call David to inform him he can’t go. Can you

imagine this situation ever occurring within the walls of your

home? Is it possible for us to teach our children how to

accept the word, “No” graciously? Am I from Mars?

Well, just so you know, yes we can teach our children

how to accept the word, “No” with grace. You have to

admit, none of us like to hear the word, “No”. Frankly, I hate

that word. However, we have all learned over time that

sometimes “No” is a good thing and many times it is

necessary. So how do we teach our children how

to handle this? We start by forming a trusting,

loving, secure relationship with our children.

Often times, we as parents are in such a

hurry or maybe even irritated at our children,

that we don’t take the time to explain why we

use the word, “No”. Teaching moments

are best accomplished when emotions

are not tied up in the moment. For

instance, trying to teach our child

why we say, “No” at the very

moment we just said, “No” to

something they really wanted

to do, is not the proper time to

teach. Our child wouldn’t be

prepared to listen because they

would be too preoccupied that we

just ruined their life. A better time

would be when we’re “tucking” them

in at night or maybe when we’re taking a

walk through the neighborhood. Let me give

you an example that might help us begin this

ongoing conversation with our children:

“Honey, do you know how much I love to

watch you have fun? Well, I love it. One of

the greatest things about being your parent

is watching you enjoy life and getting to do

things that bring you happiness. Sometimes, I know you’re

disappointed when I say, “No” to you. I hope you know that

when I use the word, “No”, I always have a reason. As your

parent, I have the responsibility of keeping you safe, keeping

you healthy and helping you to gain wisdom, so you can

have a happy productive life. That means that sometimes

I have to say, “No” in order to fulfill my responsibility as

your parent. I need you to respect the responsibility that

I have for you, by learning how to accept the word, “No”

graciously. This means that you will accept my decisions

without whining, crying, pouting, asking more than once or

any other impolite response. I know it’s difficult to hear the

word, “No”. It’s difficult for me to hear it as well. I’m so

proud of the way you are trying to become more responsible.

Thank you for listening to me and for your willingness to

“work on” this skill.”

Obviously, you might have to adjust the previous example

depending on the age of your children. But, I assure

you that talking to our children with respect for them;

will in return teach them to show us the same

respect. No one likes to be demanded, and I think

children get so exhausted being “demanded”

all day long. I’m not saying don’t stand firm in

our convictions with regards to our children or

our family rules; but talking to our children with

love and concern evident, increases the love

and devotion our children have for us. This can’t

happen just once, but needs to be an ongoing

conversation. Enjoy and

love your children. May

we succeed in this sacred

responsibility.

solutionsetiquette In training By: Monica Irvine,

Certified Etiquette Instructor

Monica Irvine, a certified Etiquette Instructor, owns and operates The Etiquette Factory. A master motivator and dedicated instructor, She is the author of several books on etiquette and also operates Etiquette Summer Camps. As a home school mom herself, Monica is passionate about

giving parents the tools they need to successfully teach proper etiquette in the home. For more information please visit www.theetiquettefactory.com.


Ace the SAt monster

By: Jean Burk

YeS, tHAt’S tHe dreAded

standardized test that most students bomb—even really

smart ones. Colleges not only use it for entrance exams

but also scholarships—the higher the score, the bigger

the scholarship money. It is even looked at more than

a student’s GPA since every school has a different

standard for calculating grades. For the homeschooler, it

demonstrates their academic prowess and validates their

transcript since it is often homemade.

Unfortunately, most students approach this test like

a normal test they take at home or school (memorizing

information and regurgitating it back out on a test). But

the SAT is a test of logic and critical thinking and the

questions are designed to trick the student. Once students

learn the hidden recurring patterns that are found on the

test, they can learn to find the right answer quickly and

not fall for the wrong answer.

Here’s an overview of the test:

Critical ReadingI. Passage-Based Reading: This section contains

three types of passages and three types of questions

(Line Citation, Vocabulary Use and Overall Passage).

The irony is that this section is not about reading but

about knowing where to find the answer to each question

type. A student can actually skip 70% of the passage and

still get every answer right.

II. Sentence Completion: This section contains

sentences that contain one or two blanks, and the student

has to find the perfect word for each blank. Students tend

to pick an answer that sounds good but that is usually

a wrong answer. Finding correct answers is based on

finding the key elements found in the sentence (i.e.,

Scope Words and Cause and Effect Words).

MathI. Multiple Choice: This section contains math

problems with five answer choices. The good news is that

a student doesn’t have to be a math genius to ace this

part. There is no calculus or trigonometry, just basic math

such as Algebra, Geometry and arithmetic. It is merely a

logic test using math as the medium. They are not testing

how smart students are in math but testing their critical

thinking skills on a math problem. Every math problem

can be solved in 30 seconds or less.

II. Student Response: This section contains no

answers, and often, more than one answer can work. The

grid-in box that is used to transfer these answers must be

understood. Many students get the answer right but often

bubble-in the answers incorrectly.

WritingI. The Essay: Clearly the most dreaded section of

the test (even more than math) because a student must

write an essay in 25 minutes, won’t know the topic ahead

of time and this section is worth 30% of their writing

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Ace the SAt monster

By: Jean Burk

grade. This puts lots of pressure on the student, but the

good news is that it is not hard to write a perfect scoring

essay in only 15 minutes—and this will give them 10

minutes to spare. The judges are only looking for a few

key ingredients on the paper because they only spend

about 30 seconds grading it.

II. Sentence Error: This section contains a

sentence with four underlined parts. If there is a problem

with one of those parts, that’s the error. There are only

a limited amount of concepts that are used, so when

students know what to look for, they can answer these

very quickly.

III. Improving Sentences: This section contains

sentences with an underlined part and students have to

determine if it is the best restatement for that sentence.

There are recurring patterns in this section that occur

50-75% of the time; once students learn this, they can

usually eliminate 2-4 wrong answers immediately!

IV. Improving Paragraphs: This section contains a

passage with numbered sentences, and students will

be asked four question types. Fortunately, this section

is simply a combination of two previous sections, so

students learn to combine them for the answer.

With college entrance and scholarships all riding on

one test, students can become confident test-takers

when it comes to the SAT. Preparation and knowledge

of the test are the keys to lessening test anxiety and

scoring high. Acing the SAT is not hard or scary—you

just have to know how to do it.

College Prep Genius has been featured on NBC, Fox, CBS, TXA21 & The Homeschool Channel. To find out more information, contact Jean Burk at 81-SAT-2-PREP, [email protected] To read testimonials of students who raised their tests scores from 300-600 points and received incredible

scholarships, visit www.collegeprepgenius.com


I've Been MeAnInG to get around to

this for a while, but it's so easy to find other things to do.

That is the credo of the procrastinator. Don't get me wrong,

I believe that if it weren't for the last minute, nothing would

get accomplished, but if you are making yourself miserable

because you can't bring yourself to do what you need to do,

it's time to change that habit. Here are some tips to help you

do just that.

Timing is everything. Start timing how long it takes you to do some of the things

you procrastinate about. For example, the man in my mirror

hates doing dishes. I used to let them pile up in the sink.

Then one day, I was in a hurry and happened to glance at

the clock before I began putting my hands in soapy water.

When I was finished, I looked at the clock again, and all

of six minutes had passed. Now that I know the process

takes much less time than all the things I did to avoid it,

getting it done is much easier. And life at home is a bit more

pleasant.

Just do it. Some Olympic-level procrastinators will spend much of

their time trying to look for shortcuts or employing avoidance

techniques like saying "That's not my job" or thinking "Who

else can I get to do this?" The real truth is that if you just

jump into the task at hand, you will have some extra time in

your life, which you can use in whatever way you choose.

Face your fear. When you've been avoiding something because the

thought of the task or failing at it causes you anxiety, it can't

feel good. In addition to fighting the fear factor, you are

actually creating an excuse to delay or completely disregard

important things in your life. If you are scared of a particular

chore, it will help to get your partner or a friend to assist

you. For many people, just having the company is a great

motivator. Fear can block us from many things in life; working

through it will strengthen you and your relationships.

Schedule lazy time. Often we don't get around to doing what we need to

do because we're just plain tired. One of the best ways

to overcome this is to reward yourself with a nap or some

downtime, once you have completed what you need to do.

Taking a break is a necessity; none of us can be productive

all the time, and getting a good rest actually makes you

sharper.

Getting past procrastination is a good thing, but you

need not beat yourself up in the process. You didn't create

this behavior overnight, and it won't go away just because

you've thought about it. Take steps, one at a time, to move

your life forward, and before you know it, you will love the

productivity and your life a lot more.

By: Dr. Barton Goldsmith

For more than two decades Fortune 500 companies, educational institutions, and government organizations worldwide have relied on Dr. Barton Goldsmith to help them develop creative and balanced leadership. His columns appear in over 500 publications. He may be

contacted through his web site www.BartonGoldsmith.com .

solutions

Procrastination


HAve you ever wondered if there are simple ways to

give your child(ren) a head start? What if you could do that,

without spending much money, right from home? Here are

a few ideas you may like to consider:

Name that bagMy kids love it when I fill bags with popcorn or snacks. I

write their names on the bag.

Then they talk about it amongst themselves. My two-

year-old will point to his sister's name and then tap her. As

if to say, "That says YOU!" She will say, "And this one says

JACK. That's YOU!" This is so easy but quite effective for

teaching name recognition. (Yes - I recycle the bags.)

Re-use containers to teach colorsAre you all done with the blue coffee container or the red

heart box from V-day? Don't toss them out! Re-use that

container by filling it with toys and recycled items. Do the

same thing with green containers, yellow tins, orange tubs

and so on. Talk about the colors: spill and sort, etc.

Toss the books!Scatter books on the floor. Allow your child to explore and

choose, at will. What book will be first? Watch and learn.

Your child will likely choose a book, first, that coincides

with his/her favorite things: family, animals, colors, etc. It's

fascinating to watch which books will be picked up first,

second, third and so on. It's a tiny window into your child's

mind and likes/dislikes.

Name that toyPlace little laminated cards inside (or on) toys. This helps

with the beginning stages of reading. Yellow toy - "Yellow" on

the card. Simple but effective! Rotate the cards to different

toys, on different days. You can use contact paper for the

words, if wanted (although it's not as lasting as heavy duty

lamination, of course).

Super cool coloringTurn old menus, CD cases or DVD cases into coloring/

writing tools. Slip paper inside and get out the washable

markers or dry erase markers (non smelling)! Color - wipe -

color - wipe. Practice names, patterns, dot-to-dots and more.

I use these products when I teach literacy workshops. The

kids love it! I have a collection of erasers that they use to

erase the coloring. This is also great for some special needs

situations - for children who get frustrated that their work is

not 'perfect' the first time. No worries; they can erase and start

again! {This idea originated from Treasures 4 Teachers.}

Turning your home into a learning environment is not as

challenging as you might think!

By: Sara Lawrence-Weiss

Simple ways to set up your home to be a “learning place.”

solutions

Shara Lawrence-Weiss is the owner of Mommyperks, a company dedicated to helping small mommy-run businesses succeed, and a freelance writer whose pieces have been published locally, nationally and globally in journals and magazines with a background in education and 23+ years working with

children. For more ideas please contact Shara at [email protected] or visit www.mommyperks.com .


Content Area Literacy

curriculum

By: Jerry Bailey

StudentReading

Classification

WordRecognition

Level1

TextComprehension

LevelImpact of Student Reading

Level on Content Area Literacy

Independent LevelReader 99% 90-100%

Student is capable of learningcontent area concepts through

written text

Instructional LevelReader 95% 75-90%

Student is capable of learningcontent area concepts through

written text with classroomsupport and reinforcement

Frustration LevelReader less than 95% less than 75%

Student will rely solely onclassroom support and

reinforcement to learn newcontent area concepts

Reading to LearnIn 1925, the reading scholar William S. Gray

introduced teachers to the concept of Content Area

Literacy, or “reading to learn” in all content areas:

“[Reading] is essential in every content subject,

such as history, geography, arithmetic, science, and

literature. In fact, rapid progress in these subjects

depends in a large degree on the ability of pupils to

read independently and intelligently.”

Research by Thorndike (1916) and Betts (1948)

led to the following widely accepted classification

system used to determine whether students have

the skills to understand and absorb content area

concepts through independent reading.


1 Word Recognition Level is determined by the number

of pronunciation errors in 100 consecutive words in written

text. For example, an independent reader is expected to

pronounce correctly 99 of every 100 words of written text.

Reading levels measured in schools unfortunately place

a large percentage of students in the “Frustration Level

Reader” category. All students need to become at least

“Instructional Level Readers” to experience success in their

studies, and many schools don’t have the time or resources

to devote to the vocabulary development that will lead to this

improvement.

I believe all Instructional Level Readers have the capacity

to become Independent Level Readers with the proper

practice and support. That is what we want for our kids,

right?

What is a “science” word?It’s clear that words such as “gravity”, “conductor”,

“hypothesis”, and “fertilization” are involved in developing

literacy in science. It is also important that students understand

the words that accompany new concepts in science.

Words like “affinity”, “supposition”, “interdependence”, and

“inference.” These are the kinds of words likely to be included

in scientific word problems on standardized tests.

What’s a mother to do?If you’ve read my earlier columns, you know I’m a big

fan of etymology and root study. Study of roots, prefixes,

and suffixes in particular gives students the ability to “mean

out” words, just as phonics teaches students to “sound out”

words. It’s like teaching a person to fish rather than giving

him a fish.

If I’ve studied the root FORM and in so doing combined

it with the prefix TRANS in the word TRANSFORM, I have

a leg up the first time I see the word TRANSFUSE. If I’ve

studied the root FUSE, even if TRANSFUSE didn’t come up,

I can infer the meaning “to pour across” from the meanings

of the pieces. If I happen to be seeing this for the first time

on the SAT, I can look for a definition that contains the

keywords “across”, “pour”, “mix”, or “blend.”

If your children are good readers, their chance of success

in all subject areas increases substantially.

Jerry Bailey is the Chief Operating Officer of Dynamic Literacy and one of the authors of WordBuild®, A Better Way to Teach Vocabulary™. He proudly calls himself a word nerd, and can be reached at [email protected] or www.dynamichomeschool.com

or as VocabularyMan on Twitter™.


Overcoming the Fear of Science

By: Jeannie Fulbright

curriculum

wItH a frightened tremor in her

voice, one mom approached me at

a conference confessing, "We really

haven't done much science and I'm not

sure what to do."

"How long have you been

homeschooling?" I asked.

"Nine years."

Seeking to explore the situation, I

dug a little deeper. "How much is 'not

much' science?"—

With a huge sigh she admitted, "None."

This is not the first mom to confess her

"science neglect" to me, nor will it be the

last. Everywhere I go, I run into mothers

whose children can tell me the history

of the world and every battle fought

during Napoleon's reign, but they don't

know the difference between a gaseous

planet and a terrestrial planet. They

can explain the details of life in ancient

Egypt, but they do not understand the

purpose of that yellow powder we call

pollen. They can give you an accurate

definition of veni, vidi, vici and explain

why Brutus was involved in the plot to

kill Caesar, but they are unable to define

what features determine whether an

animal is a mammal, reptile, amphibian,

arthropod, or even a bird.

They know the past, but they have

little knowledge of the present world that

surrounds them. Our students need to

understand both. Just as all of history

is God's history, the world itself is God's

world, and science is our gateway to

discovering His work in it.

For some of us, the word "science"

conjures memories of tedious hours

sitting in a classroom, attempting

unsuccessfully to keep our eyes open

as a weary, underpaid instructor

droned on and on about kinetic energy.

Unfortunately, this is likely where many

people developed their distaste for the

subject. They sat in that classroom and

decided that science was indeed dull,

useless, and irrelevant.

Later, when these same people

began homeschooling their children,

they carried their fears and attitudes

with them. Sadly, because they never

understood science, they assumed that

they were inadequate to teach it. Like

the mother I encountered, after years of

avoidance, denial and false starts, they

need help.

If that's you or someone you know,

I've got some really great news. If you

choose the right tools, you can painlessly

make science a part of your homeschool

week. And if you need to, you can learn

science right along with your children.

What's more, our children can even learn

science without us! As a last resort, if

you have a true science phobia or little

time, this is my recommendation.

"How," you are asking, "can I

painlessly make science a part of my

homeschool week?"

Easy! By providing your children

with science reading material. That

may seem too simple, but it is truly

the answer to your woes. A child who

reads science learns science. You only

need to assign science reading as you

Her daughter proclaimed,

“Mom! That’s wrong. A million earths would fit inside the sun.”


would any other subject. It's as simple

as that. When you assign literature for

your child to read, you can substitute

science reading twice a week.

"But what about all those

experiments…all those messy projects,

with hard-to-find items, which never

work for us? That's why I can't do

science!"

May I be honest with you for a

moment, from one mom to another? In

spite of the fact that every great science

book has some hands-on experiments

for you to try (and some not-so-great

science books are made up entirely

of experiments), experiments are

not imperative for an elementary

student. For your child to have a

complete understanding of the planets,

pollination, the defining characteristics

of plants and animals, they don't have

to do experiments! Do they make

the subject more fun? Yes. Do they

increase the student's retention of the

topic? Yes. Will your child be missing

out on a great education without them?

No, Absolutely not.

Think about it. Some of the greatest

scientists of our past like Einstein,

Newton, Kepler and many others, did

not engage in science experiments

in elementary school. They learned

scientific knowledge by reading. This

is, in fact, the best way to obtain a

science education. Experiments are

nice to highlight and reinforce what one

has learned; but experiments do not

impart a science education.

I received an email about a year ago

from a mom who wanted to share her

daughter's experience with Exploring

Creation with Astronomy, published

by Apologia Educational Ministries. A

few years after her daughter completed

the course, they were playing a board

game. The answer to one of the board

game's questions was an inaccuracy

about how many earths would fit inside

the sun.

Her daughter proclaimed, "Mom!

That's wrong. A million earths would fit

inside the sun."

This was a fact she had learned

years earlier in the astronomy course.

I asked her if her daughter often looked

over her notebook.

She responded, "No. We didn't do

any of the activities or notebooking, we

only read the book." Yet her daughter

retained the things she read, even

without an activity to reinforce the

reading.

So, if experiments are holding you

back, drop them, and don't you dare

feel an iota of guilt about it. Just be

sure to provide engaging, interesting

science books for them to read. Let the

children read! They will learn simply by

reading.

Would they benefit from doing

assignments, such as notebooking and

experiments? Of course! However, if the

choice is between doing the activities

or not doing science at all...the answer

should be obvious.

If you provide science books that

engage your students, they will enjoy

learning from them. Though we may have

malcontented memories of molecules,

mitosis and mechanical energy, our

children's science experience can be

powerful and productive. And science,

for them, will evoke memories of

sitting cuddled in their favorite chair,

exploring the world and expanding their

knowledge of God's creation, as they

turn each page.

Copyright 2009. Reprinted with permission from Apologia Educational Ministries, Inc.

Jeannie Fulbright is the author the Young Explorer series of elementary science texts published by Apologia Educational Ministries, Inc. These books can

make learning – and teaching – science interesting and fun, opening your students’ eyes to the wonder of creation. For more information, visit Apologia Educational Ministries, Inc. at www.apologia.com, and join them on Facebook at www.facebook.com/apologiaworld.com.

LogicRhetoricLiteratureHistory

PhonicsPenmanship


By: Andrew Pudewawriting without tears

curriculum

teACHInG writing can perhaps be one of the

greatest challenges in home schooling. Because of the

bleakness of "grammar workbooks" or the lack of structure

provided in a "creative writing idea book,” many families have

inadvertently put English composition on the "back burner,"

only to find that their child is growing up fast and has had

little actual writing experience. Perhaps "reports" have been

done—you know, the kind we did in fifth grade—in which the

student copies sentences from the encyclopedia, trying to

change a word here and there so as to avoid plagiarism, until

he has enough to fill the page. Often a child will happily write

stories but balk at dealing with facts. Other children intensely

dislike writing stories, as they do not know any stories to

write. An extremely rare child will keep a journal. Most would

rather wash the dishes than write an essay. Unfortunately,

many parents feel that in order to teach writing well in a

home school situation one must have some type of advanced

training in English and education. Not true!

Fortunately, home school parents are strong in what is

most important--common sense. Realizing that in order to

teach anything effectively it should be broken down into

simple and manageable chunks, successful parent-teachers

see the wisdom in separating the problems of "thinking of

what to write" and "learning how to write." Much the same as

we would not expect a child to pick up a violin and make up

a beautiful melody without years of technique practice and

memorization, it is against common sense to ask a child to

sit at a blank piece of paper and expect him to "put down his

thoughts" without any practice in the mechanics of writing.

For many kids, the task is overwhelming and brings struggle,

frustration and tears. This need not be. Using a common

sense approach, a wise parent or teacher will allow the child

to learn to write using available information which he does

not have to remember or imagine.

Let him rewrite a fable or bible story he has read or heard

many times. Let him read or hear the story and then tell it back

in his own words before writing it. Let him use information

from a book or encyclopedia for a report, but instead of


writing without tears

Andrew Pudewa is the Director of the Institute for Excellence in Writing and a homeschooling father of seven. Presenting throughout North America,

he addresses issues relating to teaching, writing, thinking, spelling, and music with clarity and insight, practical experience and humor. His seminars for parents, students, and teachers have helped transform many a reluctant writer and have equipped educators with powerful tools to dramatically improve students’ skills. He and his beautiful, heroic wife, Robin, currently teach their three youngest children at home in Locust Grove, Oklahoma. For more information please visit www.excellenceinwriting.com.

You can enjoy teaching your child to write. Guaranteed.

To receive a free download of the talk The Four Deadly Errors of Teaching Writing go to excellenceinwriting.com/HHM

allowing him to copy sentences, have

him copy three or four "key words" from

each sentence and then reconstruct the

idea as a complete sentence himself.

Sometimes his will be better than the

original. Remarkably, this is the very

method that Benjamin Franklin used to

teach himself to write, as is recorded in

his autobiography:

‘About this time I met with an odd

volume of the Spectator. It was the third.

I had never before seen any of them.

I bought it, read it over and was much

delighted with it. I thought the writing

excellent, and wished if possible to

imitate it. With that view, I took some

of the papers, and making short hints

of the sentiment in each sentence, laid

them by a few days, and then without

looking at the book, tried to complete the

papers again, by expressing each hinted

sentiment at length and as fully as it had

been expressed before, in any suitable

words, that should come to hand.’

We can use this "Ben Franklin"

approach for our students and ourselves.

As the method is simple, keep the

content simple at first. Find an Aesop's

Fable or a short chunk of text from a

content book. Here is an excerpt from A

Beka's My America:

“In God We Trust" is written on every

United States coin. The word "Liberty"

is also on each coin. It tells each person

that this is a free country. Our country

was founded by men who believed those

words. It is because they trusted in God

that we have our liberty now.

To make a "key word outline," simply

choose the two or three most helpful

"key" words from each sentence. Use a

title to help. With your child, you might

create an outline that looks something

like this:

"In God We Trust"

1. Written, U.S., coin

2. "Liberty", also

3. Tells, free, country

4. Country, founded, believe

5. Trusted God, liberty

Then have the child verbally tell

back each idea using just the key word

outline. If the concept is unclear, feel free

to reread the original. This is not a test.

After the child can verbalize the idea for

each set of key words, have him rewrite

the information in his own sentences. It

might come out something like this:

"In God We Trust" are words written

on U.S. coins. "Liberty" is also printed on

each piece of money. Our money tells all

the world that we live in a free country.

Our country was founded by men that

believed in God. Because they trusted

God, we have liberty today.

The goal is not to reproduce the

original exactly; it is simply to have

facts and ideas to use for the purpose

of practicing writing sentences. For

older children, use a higher level of

reading material and make writing a

part of the study of all subjects. Not

only will this make the activity of writing

much less painful, it will strengthen their

understanding of the content being read

and studied. It is a highly effective and

common sense approach to learning

something: read it, tell it back, and write

it in your own words.

By using existing "source texts" to

rewrite and practice basic skills, children

can increase their confidence and

competence, gradually building their

writing stamina and fluency. Then, when

it comes time to put their own thoughts

into written words, the needed skills are

there. By separating "what to write" and

"how to write," you can teach writing

without tears.


Billy

organization

I StrOnGLY FeeL that kids need to take

part in the family chores. I think our job as parents is to

raise them to be independent adults. If they constantly

have everything done for them, once they are on their

own... they flounder around like fish out of water. They

want someone else to do it for them. I've seen it time

and time again.

A Few Points to Keep In Mind 1) Kids like routine

2) Kids need guidelines

3) Kids like to feel grown up

4) Kids like to help

Use these Points in a Positive WayRoutine and guidelines – Have a schedule for chores.

Make a job board. Here is a simple one that I made up. It

doesn't have to be fancy. The first name magnets I made,

I let the kids color their own. They loved that. But you

could also go the other route and make printables on your

computer and make them look vintage or something that

matches the kitchen or decor.

I started this when the triplets were three years old.

They couldn't read, so I drew the pictures. Even though

some of the chores like vacuuming might have been more

than a three year old could accomplish the way I might

want the job done... it gave them a sense of pride to help.

Of course I helped, and now at ten years old they know

how to do it properly.

For me... I go simple.

I use a magnetic dry erase board that I purchased at

a discount store. There isn't any reason you couldn't just

use your refrigerator for the magnets if you aren't able to

get a board, or have no place to put it.

I put the children's names across the top and the

Help Your Child By teaching Him to Help You

By: Sandy Jenney

Sue


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Sandy Jenney is a Professional Organizer, Blogger, Social Media Consultant, Pediatric Nurse, Mom and Step Mom to eight children including triplets. Read more on her blog at http://www.organizewithsandy.com/blog.

jobs they are assigned that week,

underneath their names. Age and

ability will determine how many chores

and of what level they are per child.

During the school year my children get

two chores per week (Keeping their

rooms clean, beds made and laundry

put away are routine chores. They are

not on the chore board). During the

summer when they are all home, they

have three chores per week.

Making The Chore Board I purchased a box of magnetized stickers for business

cards at the office store. They are a little pricey, but I still

have plenty left for future use. They are the perfect size

and the magnets are really strong. The sheets of magnet ic

stickers can be expensive and I have found that when you

cut the magnet sheet to size the magnet isn’t as strong.

Next, cut paper to size or use the backs of old business

cards. I like to write the chore (and picture of the chore) on

the card before I adhere it to the magnet. Then I just peel off

the paper backing on the sticker.

Cleaning Buckets - Feeling Grown Up and Making it Fun To Help

By giving them their own "cleaning bucket" it helps to make

them feel more important. The younger

ones can have something simple with just

some cleaning wipes, a sponge and dust

cloth.

If you color code your kids, then be

sure to have their bucket in "their color"

to keep them straight.

When they get to be a little older

and can handle cleaning chemicals

responsibility they can have something

more substantial. Keep it fun and colorful!

The more positive we go into it, the more

positive your results will be from your children.

It doesn't have to be difficult or pulling teeth in order to

have children learn responsibility. But I think as adults we

have the responsibility to teach our children how to live in

the real world... and that starts at home. Personally I think it

needs to start early. We aren't helping our children by doing

everything for them. We help them by teaching them how to

do things for themselves.

By: Davis Carman

christian corner

I hope the following "top ten" list gives you a reason

to smile. These may not be actual reasons that families

choose to homeschool, but they sure are some of the real

life benefits you can enjoy. Drum roll please.

10. Your kids never miss the bus.

9. Reading the Bible and prayer are allowed in the

classroom.

8. You don't have to make up snow days because you

never miss school due to bad weather.

7. You don't need a note for the teacher when you visit

the doctor.

6. You can wear pajamas all day long if you like.

5. Recess can last two hours on a nice, sunny day.

4. Your children don't have to read until they are

actually ready.

3. Playing with Legos® can count as learning.

2. The principal and teacher can kiss and hug in front

of the students.

1. YougettoexperienceGodfillingingapssobigthat

a school bus could drive through them.

According to several research organizations, the current

homeschool population in America is estimated to be 1.5 to

2.0 million students. In a recent report by the National Center

for Education Statistics (NCES), the number of homeschool

students grew 77% from 1999 to 2007. While the growth

of the homeschool population is worth noting, a pressing

question is "why?" Why are so many families choosing this

educational alternative? The NCES study has collected data

on this subject.

Reasons People HomeschoolAccording to the NCES study conducted in 1999, the top

reasons people gave for homeschooling were: 1) a desire

for higher academic excellence, 2) a desire to give religious

and moral instruction, and 3) concerns about the social

environment of public or private schools.

In 2003, these same three reasons made the top of the list.

When asked to give the number one reason to homeschool,

survey respondents answered as follows.

1. Concerns about social environment (31%)

2. Religious and moral instruction (30%)

3. Academic excellence (16%)

Notice how this list changed in the most recent 2007 study:

1. Religious and moral instruction (36%)

2. Concerns about social environment (21%)

3. Academic excellence (17%)

Did you observe what happened? Concern about the

social environment was the number one reason people

were homeschooling in 2003. This was big news when the

results of the study were reported in late 2004. Finally the

typical question about "socialization" could be answered

with an emphatic statement that it was not only A reason to

homeschool, but it was actually THE reason to homeschool

(emphasis added).

The New Number One Reason People Homeschool

As much as I thought the 2004 report had results worth

getting excited about, this most recent report has me really

smiling. Why? Why am I happy that the new number one

reason people choose to homeschool is because of religious

and moral instruction? I'm smiling because many families

may now be realizing that God's truth is more important

than anything else. I'm smiling because family discipleship

may be getting more emphasis than it did in previous years.

I'm smiling because homeschooled children may have an

opportunity to be equipped for today's battles, which are

between truth and lies, light and darkness, good and evil,

love and hate, blessing and curse, life and death.

All education is about whose knowledge, understanding,

and wisdom will be imparted. According to the truth found in

God's Word, knowledge, understanding, and wisdom begin

with the fear of the LORD (Proverbs 1:7, 9:10, Psalm 111:10).

God is sovereign, mighty, holy, awesome, full of glory, and

God is to be feared. If you are studying theology, philosophy,

worldviews, or apologetics, you need to fear God. If you

are studying general science, physical science, chemistry,

biology, or physics, you need to fear the one true God who

created it all. A creation-based, God-centered approach

to learning science, math, history, or any subject is vital if

children are to receive a Christian education. The heavens

declare the work and glory of the LORD (Psalm 19:1). Stand

in awe of what He did. Look, learn and study with a proper

fear of Him.

The reasons a family continues to homeschool may be

quite different from the reasons it started homeschooling

in the first place. I know my own reasons have changed

number One reason to Homeschool

the


dramatically in the course of thirteen years. I hope that

religious and moral instruction stays in the number one spot

(with a higher percentage) when the next report comes out in

four years. I pray that more families will look to Deuteronomy

6:4-7 and teach their children to love God with all their heart,

soul, mind, and strength. I trust that many more moms and

dads will diligently teach their children the ways of God in

the course of family life (i.e. as they sit, as they walk along

the way, as they rise up, and as they lie down). Is this not

a beautiful picture of family life? I hope it brings a smile to

your face as you consider the possibilities.

Christ as the Foundation of EducationAs a homeschooling parent, you have an amazing

opportunity. It is also a huge, God-given responsibility to

educate and disciple your children. What are your goals and

priorities? What are your reasons for choosing this lifestyle?

I would encourage you to make the knowledge of Jesus

Christ paramount. As a matter of fact, Harvard's "Rules and

Precepts" from the year 1646 included this statement: "Let

every student be plainly instructed, and earnestly pressed

to consider well, the main end of his life and studies is

to know God and Jesus Christ which is eternal life (John

17:3) and therefore lay Christ at the bottom, as the only

foundation of all sound knowledge and learning."

Scripture tells us that His divine power has given us

everything we need for life and godliness through the

knowledge of Him (2 Peter 1:3). In Acts 4:13 people were

astonished that the apostles spoke with courage and clarity.

Then they made the connection that these men had been

with Jesus. First, know Christ and make Him known. Next,

fear God and love Him with all your heart. Then teach these

things to your children with all the passion, energy, and

diligence you can muster. The homeschooling journey is

one full of adventure as well as trials. You need God to help

you persevere and to keep it all in perspective. Make Christ

an integral part of the whole process as you live by faith. It

will be worth it and your kids will be blessed eternally. Copyright 2009. Reprinted with permission from Apologia Educational Ministries, Inc.

Davis Carman is passionate about being a husband and father. He and the wife, Rachael, are homeschooling their seven children. Davis is the President/ Owner of Apologia Educational Ministries - a leading publisher of creation-based science curricula, designed specifically for

homeschoolers. Since 2002, Davis has served on the board of North Carolinians for Home Education (NCHE). He is also the North Carolina Ambassador for The Home School Foundation. For more information please visit www.apologia.com, or join them on Facebook at www.facebook.com/apologiaworld.com

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christian corner

A HOMeSCHOOLInG mother recently shared a story

about her 17-year-old son who had a job stocking grocery shelves. Within

a few months of starting his job, he was awarded two promotions. Sadly,

this was not the case for most of his co-workers. What made this boy so

remarkable to his supervisors? Take a moment to consider the likely answer

to this question. What traits do you believe this young man possessed?

This teenager showed character. He had a willingness to work. He paid

attention to detail. He was respectful of his elders. He knew when to work

and when to take breaks. He had a heart to serve. He also had a desire

to represent Christ. Now ask yourself how this young adult learned these

things.

There’s a famous quote—“You reap what you sow”— is often proclaimed

in the midst of a negative situation. Instead let’s consider it as a positive

exhortation to develop a master plan for our children’s character. If the

statement is true, then sowing properly must be a top priority for every

parent.

The 17-year-old boy finding success at his grocery store stocking position

was blessed to have parents who took the time to sow godly traits into their

children. You have the ability to do the same for your children.

“Sowing” into a child’s life starts at conception. Each year is foundational

and important; but the four years of high school are unique. It is during

these years that a young person increasingly opens to influence from all

surroundings. This is a key time for mature, godly influence to take solid

root. What a powerful opportunity God has given you as parents. Instead of

feeling overwhelmed by the thought of higher-level subjects, college entrance

requirements, and advanced expectations, embrace this opportunity to sow

solid seeds into your young person’s life. Consider the steps you can take

to help influence your high school student to have a growing heart toward

Christ.

Academics typically get prime focus once a student reaches grades 9-12.

It is very easy to emphasize a four-year program based solely on academic

success. Don’t lose the focus of godly influence as you prepare your student

for educational excellence. Biblical worldview and educational excellence

are actually natural partners. Encouraging Biblical analysis alongside the

study of classic literature and world history creates endless opportunities

for high school students to learn through the eyes of Christ. Traditional high

school level curriculum can to be incredibly influential on a student when

viewed from a Biblical perspective. Routine assignments become more than

just boxes to check. Don’t lose opportunities for your high school student to

clearly see the difference between a godly heritage and a worldly one. What

High School Students with Hearts toward Christ

By: Bret Welshymer

The 17-year-old boy finding success at his grocery store stocking position was blessed to have parents who took the time to sow godly traits into their children. You have the ability to do the same for your children.


High School Students with Hearts toward Christ

seeds is your curriculum sowing into

your high school student’s life? Keeping

Christ central through these crucial

years is one way you can encourage

your teenager to have a heart toward

Christ. Make sure Biblical Christianity

is the backbone of your high school

academics.

Extracurricular activities are

frequently considered “necessities” in

a well-rounded high school experience.

These activities are key opportunities

for parents to sow a godly influence.

Being involved in sports, clubs, music,

debate, and drama truly can enhance

high school level learning. I have often

encouraged such opportunities with the

high school students in my home. But

too many times these activities become

“gods” in the lives of all family members.

They go beyond their intended goal

of team building and goal setting and

take precedence in a student’s life.

Recognize opportunities to view even

these events from a Biblical worldview.

Be involved in these activities. Your

children are nearly grown now, but your

influence and knowledge of the activities

in their lives are still crucial whether

they think they need it or not. Know

their coaches, directors, and mentors.

Don’t fall to the mistake of believing

that parental involvement at this level

is not necessary or that all adults will

influence your child positively. Seeds

are being sown every time your high

school students attend a practice, event,

or meeting. Make sure godly seeds are

taking root and encourage your teens to

sow godly seeds around them.

Are you encouraging employment

during the high school years?

Entrepreneurship, family partnerships,

and carefully selected job opportunities

outside the home are strong ways to teach

financial and personal responsibility.

However, do not forget the notion of

instilling a heart to serve. The message

of a me-focused society is preached

from television sets, billboards, and

advertisements all across the country

as well as on the Internet. Taking time

to reach out to others is a God-focused

mentality. Utilize the high school years

to reinforce on an attitude of giving.

Consider a weekly service project as

one of the requirements for graduation

from your home high school; consider

choosing curriculum that encourages

such service. Sowing the seeds of

service in a young person’s life creates

a strong potential for future generations

to do the same.

What do you hope to see in your

children as they grow into young adults?

What are the skills needed to enable

them to fulfill the plan God has for their

lives? The answers to these questions

should become core components in

your children’s high school experience.

Whether you are still in the planning

stages, or have students in high school

now, it is never too late to make Christ

the central focus of your family’s

home school. Examine your student’s

curriculum, extra-curricular choices,

work opportunities, and service

projects. Then be sure to spend time

examining your own priorities as you

lead by example. Every day seeds are

sown into your children’s minds and

hearts. Treasure the high school years

as a God-gifted opportunity to carefully

lead your young adults toward Him.

Bret Welshymer is a pastor, counselor, homeschooling father, and devoted follower of Christ. With a MA in marriage-family counseling, years of

ministry in the church, and parenting children through the teen years, Bret brings a unique perspective to the value of homeschooling in a culture that is moving away from a Biblical worldview at a rapidly increasing pace. Visit www.mfwbooks.com for more information

?language?

in theirGod’s Wordhear


special features

dyslexia – A neurodevelopmental Approach

In AMerICA the ability to learn is becoming

a pressing topic of conversation in homes, schools and

government agencies. Our nation worries about the

education of its citizens. Companies are concerned about

their workers’ ability to learn. School budgets and finite

staff struggle under the weight of federal mandates and the

learning challenges of their students. Home school moms

question their ability to teach. At the heart of the struggle is

the debilitating diagnosis of dyslexia, which is affecting an

estimated 5-15% or more of our U.S. children, particularly

boys, and “…is the most frequently occurring learning

disability and the most common disorder of childhood”

(Richards et al, 1999).

By: Jan Bedell M.ND, M.Ed.


What is Dyslexia? Dyslexia, the word that strikes fear, dread, and despair

into the hearts of thousands of parents each year, is a

complicated and controversial diagnosis. Parents hear this

devastating diagnosis and are typically told that teaching

coping and compensating skills is the only answer. They see

this proverbial “pile of bricks” loaded

on their child’s back and are told he has

to carry it around for the rest of his life.

A definition used to describe, identify

and treat this malady was proposed

by the World Federation of Neurology

in the 1960s and states: “Dyslexia

is a disorder manifested by difficulty

learning to read despite conventional

instruction, adequate intelligence,

and socio-culture opportunity.” (Catts

& Kamhi p. 58). This definition seems

to focus more on what dyslexia is not

instead of what it is and has been

used for decades to label hundreds of

thousands of people.

Exploring the Symptoms

Many common dyslexic symptoms

have been articulated by the learning

disability researchers over the last

one hundred years. They include deficits in: phonological

awareness, balance, motor control, visual discrimination,

visual sequential processing, auditory processing, listening

skills and are often characterized by letter reversals

or transposing, clumsiness, figure drawing errors, and

heightened emotionality. A situation has been created where

more research has resulted in less understanding, which is

not the hallmark of a scientifically sound concept. But what

is to be made of unexpected reading failure in otherwise

average-functioning students (Kavale & Forness, 1998).

It is this author’s belief and experience that much of the

confusion and often ineffective treatment of dyslexia is due

to far too many professionals having the narrow view of a

“one size fits all” solution. It seems clear that with so many

different symptoms, many aspects of human development

are involved.

What Could Be The Cause?Many hypotheses are proposed for the “cause”. Some

say it is a hereditary neurological disorder; others blame

the structure and function of the brain; still others trace the

causes to auditory processing deficits, visual dysfunction

and or motor (cerebellar) dysfunction. Questions abound.

Could primitive reflexes be interconnected causing problems

with coordination of visual, vestibular and proprioceptive

systems necessary for good feedback to the individual

for reading? What influence do ear

infections have? What about cultural

reasons? The large amount of time

children watched television and

played video games, have caused

them to stare straight ahead and try

to read what is in the area of focus

without moving their eyes (Corso,

1997). Of concern here, too, is the

inhibited physical activity (Healy,

1994 p. 171). Confusion abounds to

both parents and professionals!

Current ApproachesFor many decades the traditional

treatment for individuals with dyslexia

has been a phonological approach

first introduced by Samuel Orton

(The Orton/Gillingham Method). The

question a neurodevelop-mentalist

(NDs) might ask is: Was the

approach he settled on too narrow

when he himself in the 1920s listed

multiple symptoms not related to phonology to describe this

condition? Although the evidence in favor of the phonological

weakness of dyslexics has dominated the scene recently, it

does not diminish the importance of the visual perceptual

problems that many dyslexics report (Stein, 1997) as well as

the myriad of other symptoms with various causes.

The Neurodevelopmental (ND) Approach

It seem reasonable to NDs that dyslexia actually results

from a combination of several different inefficiencies. They

would suggest that each case of dyslexia has a unique set of

causes that needs to be addressed by looking at individual

situations. This involves a global look at the child and specific

activities based on the findings, in each case, treating the

root causes. They look at the whole child and focus on the

causes instead of the symptoms!

When you hear “The ND Approach” think “neuro-

plasticity,” the brain’s natural ability to change and modify

dyslexia – A neurodevelopmental Approach

When you hear “The ND Approach”

think “neuro-plasticity,” the brain’s natural

ability to change and modify itself in response to changes in or enrichment of the environment

(Ratey, 2001 p. 167).


itself in response to changes in

or enrichment of the environment

(Ratey, 2001 p. 167). Plasticity is

present as long as a person lives,

otherwise stroke victims would

have no hope of regaining function.

ND is the study of the brain’s plasticity

to make advancements regardless of

the current condition of the person with

an understanding that abilities can be enhanced with brain

stimulating activities when applied with the keys of frequency,

intensity, and short duration over a specified period of time.

NDs believe that these three keys to input, used in the

stimulation of an individual’s auditory, visual, tactile, manual,

language and mobility systems, are the solution to causing

low or non-functioning parts of the brain to gain function thus

reducing dyslexic symptoms.

This unique approach relies on creating the right

environment for the brain to essentially heal the faulty

wiring, which causes dyslexic symptoms. Theoretically, the

ND Approach establishes learning difficulties as symptoms

of incomplete development and inefficient communication

between brain and body. For instance, if an infant is not

allowed to move from the stages of random movement into

more specific coordinated movement and experience cross

patterning activities gained through normal progression of

crawling and creeping, the organization of the brain will be

left in an incomplete state. A surprising 75% of students with

diagnosed learning difficulties never crawled (Corso, 1997).

Crawling even promotes a new level of brain organization, as

indicated by more organized EEG brain-wave activity in the

cerebral cortex.

Other Key ElementsNDs are keenly aware of the auditory system and the

important role that it plays in the acquisition of reading skills.

Auditory memory refers to the ability to take in pieces of

information, hold them in your mind and manipulate them in

the short-term (Ness, K. 1999). There is an understanding that

language skills such as speech, reading, writing, and spelling

develop only if the child has learned to “listen” (Goddard, 2002

p. 106). The auditory system is a major aspect of phonology.

All auditory deficits negatively affect phonological processing

which would explain why many dyslexics make slow or

minimal progress from phonetic instruction while others

benefit greatly. Phonics being an auditory system requires

decoding and holding sounds together to achieve words. It

would follow that the better an individual’s auditory processing

ability, the easier it would be to utilize phonics. However,

developing auditory skills is a challenge in a society, which

has become primarily visual. Developing advanced auditory

processing is highly recommended by NDs! It enhances the

ability to decode unknown words as well as increasing reading

comprehension. When low auditory processing exists, a

different reading strategy is required until the auditory deficit

can be remediated.

NDs also agree with prominent researchers in learning

disability history who noted issues with the visual system

of dyslexics from eye-hand coordination to tracking and

teaming, to central detail vision issues, etc. The visual

system does not act alone but relies on the vestibular and

proprioceptive systems for accurate information, confirming

the ND approach, i.e. an individual is an integrated whole with

different systems interacting and affecting each other. Eye

dominance (a subject too extensive for discussion here, see

“Learning Disability” article online) has proven a key factor in

correction of dyslexic symptoms. Orton (1938/1989), said that

“eyedness… is not so widely recognized as handedness, but

it is probably of equal importance” (p. 30). NDs have found

that when eye dominance coordinates with the dominant

hand and additional inefficiencies are addressed, dyslexic

symptoms diminish and often disappear entirely. Refer to

a bar graph, which shows the percentage of individuals

(personal clients labeled as dyslexic by other professionals)

that had mixed dominance as well as low auditory and visual

sequential processing.

ConclusionDespite enhanced buildings, longer school calendars, better

teacher training, advanced methods and curriculum, home

schooling or other one-on-one or tutoring type interventions,

the percentage of students with reading disabilities still

persists and even grows each year. In the author’s opinion

it is time for a paradigm shift! It is time to take a fresh new

look at these challenges through the lenses of the latest brain

research in cognitive neuroscience! When specific activities

are done each day to address the root causes of dyslexia,

functional ability is realized! When the brain can function more

efficiently, the symptoms of dyslexia are rare. This has been

the experience of individuals using the ND Approach.

Jan Bedell, M.Ed, an educator and Master Certified Neurodevelopmentalist, began her professional life with a love for little children and a deep desire to give them the best academic start possible.

Jan’s mantra is: “What the future holds is not predetermined or preset ~ what the future holds

is based on specific opportunities presented to the child or individual. When something different is done for the child’s brain development, the results can be entirely different - irrespective of their IQ.” For more information, please visit www.littlegiantsteps.com where a complete list of references and related articles can be found.


health & hearth

Please visit Veggie U on its new website early in April at www.veggieu.org there are games for students and recipes for families to try. The website hopefully will help families learn more about good nutrition and how to plant gardens. Chef friendly recipes like the one here will appear on the site.

A veggie U recipeKids' Calzones From The Culinary Vegetable Institutes’ Chef Michael Lyons

Serves 6

INGREDIENTS:1 ............... sheet puff pastry dough, cut into 6 squares

1 1/2 C .....marinara sauce

1 C ..........zucchini, diced

1 C ..........yellow squash, diced

1 C ..........bell pepper, diced

1 C ..........mozzarella, shredded

1 C ..........chicken breast, cooked, diced

1 ..............egg, beaten

2 ..............Tablespoons water

DIRECTIONS:

• Preheat oven to 375 degrees.

• Combine the egg and water in a small bowl to create the egg wash that you will use to seal each of the puff pastry calzones.

• Begin by taking approximately one tablespoon each of the zucchini, squash, bell pepper and chicken and place onto the center of each square of puff pasty.

• Top off with approximately 1-2 tablespoons of marinara sauce and finally 1 tablespoon of cheese.

• Next, you will be folding the square puff pastry with the filling into a triangular shape by bringing the bottom right corner over the top left corner. Before folding, lightly brush egg wash on the left side and the top of the puff pastry such that they will help stick the corners together. Carefully fold the puff pastry by bringing the dry corner over the egg wash corner and seal.

• You can use a fork to crimp the edges if desired.

• Lightly brush egg wash over the top of the finished calzone and place on a greased cookie sheet.

• Repeat with the other squares.

• Bake for approximately 15 minutes, or until the puff pastry has lightly browned.

Chef Michael Lyons and his sons: David Lyons, the older one, on the left, Jonny Lyons on the right.


wItH the long winter months ending and the sun

lingering longer in the sky bringing warmth and light, we are

all getting a little excited for the hot summer months! Not

only is the first spring day a perfect time for house cleaning

and car washing but also an ideal time to have a look over

in your medicine cabinet. Gone are the colds and flus but

emerging are the scrapes, insect bites and allergies. It’s a

perfect time to be prepared and ready to handle whatever

emerges through your front door.

Find a basket, fill it with the below suggestions and keep it

in the kitchen where everyone can see it. Have all the family

involved and active in being aware of what is in the basket

before anyone is in an urgent situation. I find that when

kids are involved, they are more confident in taking care of

their bodies. With short wearing and bicycle riding in high

gear, insects on the prowl, scrapes, bruises and bites are

inevitable. Below are my handy first aid must haves...

Health food store list:Arnica Cream

Suggested use: For bumps and

bruises, have arnica cream available

in the basket. We use it all the time in

our household. (PS We use the cream

regularly for growing pains as well).

Calendula or an all-purpose salve

Suggested use: This is essential

for many things but when there are

scrapes, mosquito bites or rashes

these is an ideal way to sooth and

heal the skin.

Rescue RemedySuggested use: Use rescue remedy

if your child is really having a hard time

with any pain, itching or is frightened. I

often suggest parent to take it first, in

order to calm them down!

Healthy Spring First Aid essentials

health & hearth

By: Dr. Heather Manley

36 Homeschool Handbook | March/April 2011

Homeopathic 30c ApisSuggested use: Ideal for any type of inflamed bug bites,

burns or stinging. Dispense 3 pellets into cap and place

under tongue (being mindful not to touch with your hands)

every 3 hours up to 3 times or until pain and swelling

subsides.

Castor oil packsSuggested use: Castor oil packs are a perfect remedy

for any type of digestives upset - diarrhea, gas, bloating.

Like hydrotherapy (see below), it enhances circulation and

promotes healing of the tissues and organs underneath the

skin. All that is needed is castor oil, cotton cloth and a hot

water bottle.

dIreCtIOnS:1. Pouroilontoflannel(wetbutnotdripping)

2. Heat up water for hot water bottle

3. Liedownandplaceoiledflannelacrossbelly

4. Placetoweloverflannel

5. Place heating source on top of bath towel

6. Rest for at least 45 minutes

7. When finished, place flannel in a container

and put in fridge for next use (when you do it

again, I suggest you add more oil)

House essentials:Taking a hot shower or applying a hot cloth to the affected area can

relieve allergic reactions. The hot water helps break up the histamine

reaction occurring in the body. Increasing your daily dose of vitamin c is

quite helpful as well.

Prepare a small bag of ice in you freezer and write on the bag, “ for

booboos only.” Have it handy and visible for all to see.

Hydrotherapy is a wonderful way to increase circulation and decrease

inflammation. Apply hot cloth to area (for example; sore throat) then alternate

with cold cloth. Repeat as many times as you wish but end with cold.

Basic first aid essentials:Easy to forget but quite essential for an everyday first aid kit are;

bandages of all sizes, butterfly bandages (for those cuts that are close to

needing stitches), tweezers for splinters, gauze pads and surgical tape.

Happy (and healthy) Spring!

Be well,

Dr. Heather

If you have or think you might have a health problem, contact your

physician or health care professional right away. Never ignore or

postpone seeking professional medical advice.

* EDITOR’S NOTE: The above advice and suggestions are solely those of the author. Brilliant Publishing LLC and The Homeschool Handbook magazine do not

accept any liability for the claims made therein or implementation thereof. Please see full Medical Disclaimer Page 4.

Dr. Heather Manley, who in 2001 received her medical degree from the National College of Naturopathic Medicine in Portland, Oregon, is a practicing physician whose primary interest is preventative healthcare for families. She is the author of Human Body Detectives, her educational series of story-telling

audiobooks and accompanying activity workbooks. She also promotes wellness and naturopathic healthcare on her website drheathernd.com. She lives on the Big Island of Hawaii with her husband and two daughters, and is currently at work on the next Human Body Detectives adventure.


By: Sandra Volchko

extra activities

Q-tips n’ Cotton BallsdIG through your bathroom cupboards and you will find

some very useful supplies to make fun spring animals with your

children. Yes, Q-Tips and Cotton balls make wonderful bunny

ears, tails, and sheep! Using multi-media is a wonderful way

to introduce texture into your art lessons.

Supplies

Cotton Balls

Q-Tips

Google eyes

Dried black beans (for sheep)

Glue

Scraps of pink foam/paper or pipe cleaner

How to make a Mini Bunny

1. To make the bunny’s feet simply you will need

four swabs. Cut the Q-Tips right at the end of the

swab and glue to the bottom of a cotton ball

2. Once the glue has dried turn your cotton ball

right-side up. To make the ears simply cut each

end off a Q-Tip and glue in place (swab side up)

3. Glue on two google eyes and a small piece of pink

paper or craft foam to make the bunny’s nose

Ste

P 1

Ste

P 2

Ste

P 3


Sandra is a Registered Nurse, a Mother of two, and the founder of www.busybeekidscrafts.com, a free resource for children’s crafts and activities. Sandra created this online resource to share with the world creative and inexpensive ways to spend quality time with children while at the same time teaching them valuable skills.

How to make a Mini Sheep

1. Glue four black beans onto a cotton

ball (these will be the sheep’s legs)

2. Turn your cotton ball over and glue on

two more black beans for the sheep’s ears

3. Glue on two google eyes and enjoy!

Ste

P 1

Ste

P 2

Ste

P 3

These mini sheep and bunny crafts are easy and quick to make and are best suited for children ages five and up. Toddlers

and Preschoolers can make their own Q-tip/cotton ball bunnies in a two-dimensional collage. You can find instructions for this

craft at: http://www.busybeekidscrafts.com/Bunny-Collage.html (image included)


internet news

StOrY Time For Me, founded in 2009, is a unique

literary website designed specifically for toddlers and

children ages 1 to 8 encouraging them to read and listen to

enjoyable, online, multimedia picture books. Story Time For

Me has released a library of FREE interactive multimedia

storybooks for homes, schools, daycares and libraries. The

program encourages children to read entertaining, animated

stories with socially relevant themes such as ‘Not to bully’,

‘Sharing’, ‘Being responsible for the environment’, ‘Helping

your neighbor’, etc. Access to books is essential to reading

development. The only variable that directly correlates

with reading scores is the number of books in the home.

According to A.C. Nielsen & Co the average child watches

over four hours of television per day and before finishing

elementary school, that same child will have seen 8,000

murders on TV.

Story Time for Me wants to give free access to 100’s of

quality children’s books. But that’s only part of their mission.

All books published by Story Time For Me teach good

morals and values with socially relevant themes. Books

with uplifting story lines can make a positive impression on

the minds of new readers. Their wholesome, entertaining,

animated books feature easily identifiable animal characters

learning to make positive decisions in everyday life situations.

Parents can be sure Story Time For Me books will entertain

their children while teaching them good moral values.

The Story Time For Me e-library offers compelling

storytelling with inspiring and memorable characters

designed to stimulate any child’s imagination. The content

improves the student’s cognitive development and reading

skills. The interactive language prompts provide children with

their own personal reading coach. Story Time For Me offers

teacher, parents and children valuable literary resources that

teach wholesome values through socially relevant themes,

while promoting healthy parental interactions that inspire and

foster a child’s passion for reading. According to Andrew

Gitt, co-founder of Story Time For Me, “The development of

this free library fosters a continued love of reading through

our multimedia storybooks. We are thrilled with the response

we are already getting from educators and schools across

the United States, and are currently expanding our outreach

efforts. Select branches of Goddard Schools, Bright

Horizons, Primrose, YMCA, JCCA, Childcare Network

and a dozen other National chains are using our books as

supplemental learning resources for their children.”

Story Time For Me is also excited to have Alana Ethridge

as their national spokesperson. Alana is 13 years old, lives

in California, and is always looking to help others. You may

remember her as one of the 5 students on “Are You Smarter

Than A 5th Grader”, on the 2006/2007 TV season. She will

be helping to introduce future Story Time for Me activities.

For information about Story Time For Me please visit

their website www.StoryTimeForMe.com or E-mail Jeff at

[email protected] or call Jeff at (314) 757-1031.

Story time For MeFree Online Children’s Books Offered to Improve Children’s Literacy and Character development


Product spotlights

KInderGArten LIterAtUre COLLeCtIOn“Mommy, read it again!” Children will love listening to this rich collection of classic and treasured

picture books, including The Tale of Peter Rabbit, Frog and Toad Are Friends, and many more.

A booklet with simple activities for each story is also included. The Kindergarten Literature

Collection is a companion to My Father’s World From A to Z complete kindergarten curriculum—

a year-long hands-on unit study of God’s creation—and provides a related story for each of the

26 thematic units.

Don’t miss this memory-making set of stories to use with any kindergarten curriculum or

to build your children’s library. Available exclusively from My Father’s World®. To order visit

www.mfwbooks.com or call (573)426-4600.

BOB JOneS UnIverSItYBob Jones University provides its students with a high-

quality academic program and a biblical worldview.

More than 60 majors are available with dozens of

concentrations. Bible instruction teaches the entire

Bible as the inspired, inerrant Word of God and the

authority for all of life. The comprehensive liberal arts core exposes students to a broad range of subjects to foster critical-

thinking, communication and problem-solving skills.

A thoroughly Christian environment makes developing Christlike character a priority, and leadership skills are grown through

more than 300 student-led outreach groups. Students enjoy a homeschool-friendly atmosphere where nearly 40 percent of

the student body has a homeschool background.

For more information visit our website at www.bju.edu, Email us at [email protected] orCall 800-BJ-AND-ME.

COMe LOOK wItH Me BOOKS“Do you think this scene looks warm or cold? Why? How would you paint the sky in your

own painting?” Questions like these invite children to not only look at Van Gogh’s The

Starry Night but to feel and experience it!

Come Look With Me: Enjoying Art with Children and Come Look With Me: Exploring

Landscape Art with Children gently introduce children to color, composition, and technique

from the 16th through the 20th centuries. Each book contains 12 full-color paintings,

questions to guide your discussion, and a brief history of the artist.

Engage the imagination and the eye while building verbal skills using these wonderful,

open-and-go books available from My Father’s World. To order visit www.mfwbooks.com

or call (573)426-4600.

HIde ‘eM In YOUr HeArt 2-Cd SetWhat better way to nurture the budding faith of children than to hide God’s Word in their hearts

through song! Steve Green’s classic CDs, available from My Father’s World® in this special 2-disk set,

teach your children over 40 life-changing Bible verses.

Build godly character in your children as they sing along with Steve and his friends. This Two-for-One

series includes such fun songs as “Do Not Worry,” “We Love Him,” and “The Fruit of the Spirit.” Your

entire family will enjoy this classic treasury as you easily memorize Scripture.

This set is available individually and as a part of My Father’s World®’s Preschool package. To order

visit www.mfwbooks.com or call (573)426-4600.


index/resources listADVERTISERS:

Page # Company/Title Author Web Address

IFC HSLDA www.freetohomeschool.org

5,9 Apologia www.apologia.com

11 Kinetic Books www.kbooks.com

13 MathUSee www.mathusee.com

17 Triangle Education Assessments, LLC www.TriangleEd.com

21 Dynamic Literacy www.dynamichomeschool.com

23 Memoria Press www.MemoriaPress.com

25 Excellence in Writing www.excellenceinwriting.com/HHM

27 The Homeschool Handbook Magazine™ www.thehomeschoolhandbook.com

29 Your Story Hour www.yourstoryhour.org

31 God’s Word for the Nations www.gwftn.org

IBC The Homeschool Handbook Magazine™ www.thehomeschoolhandbook.com

BC My Fathers World® www.mfwbooks.com

Contributors:

8 The Public School Parents’ Guide To… Kris Bales www.weirdunsocializedhomeschoolers.com

10 What They Need to Know… Sarita Holtzman www.sonlight.com

12 A Homeschool Parent’s Guide To… Sarita Holtzmann [email protected]

15 Etiquette in Training Monica Irvine www.theetiquettefactory.com

16 Ace the SAT Monster Jean Burk www.collegeprepgenius.com

18 Procrastination Barton Goldsmith www.bartongoldsmith.com

19 Simple Ways to set up your home to… Sara Lawrence-Weiss [email protected]

20 Content Area Literacy Jerry Bailey www.dynamichomeschool.com

22 Overcoming the Fear of Science Jeannie Fulbright www.apologia.com

24 Writing Without Tears Andrew Pudewa www.excellenceinwriting.com

26 Help Your Child By Teaching Him to Help You Sandy Jenney www.organizewithsandy.com/blog

28 The Number One Reason to Homeschool Davis Carman www.apologia.com

30 High School Students with Hearts Toward Christ Bret Welshymer www.mfwbooks.com

32 Dyslexia - A Neurodevelopmental Approach Jan Bedell www.littlegiantsteps.com

35 A Veggie U Recipe Barbara Jones www.veggieu.org

36 Healthy Spring First Aid Essentials Dr. Heather Manley www.drheathernd.com

38 Q-Tips N’ Cotton Balls Sandra Volchko www.busybeekidscrafts.com

Internet News:

39 Story Time For Me Jeff Gitt www.StoryTimeForMe.com

Product Spotlights:

40 Kindergarten Literature Collection www.mfwbooks.com

Hide ‘Em in Your Heart 2-CD Set www.mfwbooks.com

Bob Jones University www.bju.edu

Come Look With Me Books www.mfwbooks.com

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