R is for Relationships – ABCs of Homeschooling

On 5 Kids and a Dog, there’s a series called the ABCs of Homeschooling.  This week’s letter is “R.” 

…is for Relationships.

One of the benefits of homeschooling is the ability to develop close relationships between parents and children as well as between siblings. 

The girls standing in front of

the Christmas tree.

When children are in a school setting, relationships with teachers and friends compete with loyalty to parents and siblings. School schedules and homework assignments take priority over family time, and children may be taught values that conflict with those taught in their homes.

Having attended public school as a child and teen, this definitely describes my school years.

When families homeschool, they operate as a team. Parents are confidants; and siblings are close friends. Schedules are set according to the family’s needs, and children are taught their parents’ values. This is very true for the way I’ve set up homeschooling for the girls.

At home, the curriculum and activities meet the needs of each daughter – not the needs of a classroom or school system. Both girls are treated as individuals, and are truly known and loved.

The girls celebrating the anniversary of

Olivia’s 7th adoption day.

I’m able to customize their lessons based on their interests as well as their developmental abilities/skills. The curriculum and schedule is flexible so if something isn’t working, I can modify it to better fit their needs.  The goal is to make learning fun and educational…and inspire a love for learning.

Another benefit of homeschooling is that the girls have been able to develop a closer relationship with their grandparents who live 50 miles away.

The girls with their grandma and me on

my mom/Nana’s 80th birthday.

The girls with their grandparents

on their First Communion Day.

Sophia reading to Papa.

She chose to read him his favorite book when he was a child.

Another benefit to homeschooling is that children within a family have stronger relationships. There is generally more camaraderie than in siblings who attend school. Since Sophia and Olivia are each other’s primary playmates, deep relationships have been and will continue to be formed and nurtured.

The girls have traveled as part of homeschooling

with their grandparents and me.

This was taken at The Shrine of Guadalupe in Wisconsin

(a place where the girls’ grandparents wanted to visit).

As Sophia’s and Olivia’s teacher, we spend a lot of time together in two main ways – educationally and as a family. This time that we spend together learning, working through any problems, and communicating keeps us all well aware of one another.

An educational trip to northern Minnesota.

Here we’re near Lake Saganaga where

my Dad/Papa took many trips during the 1960s and 1970s.

Good relationships and communication extends beyond the immediate family. Generally, homeschooled children can easily communicate with people of many ages and from different walks of life. They learn to adjust to the group to whom they are speaking. Because of this, they often comes across as thoughtful and mature.

The girls picking strawberries with their aunt.

The girls enjoying spending time with a

family friend (Alice) and her dog (Maggie).

Gathering together as an extended family brings together people of all ages – from newborns to seniors – giving the girls opportunities to play, talk, and build relationships with others.

Thanksgiving at the farm.

An opportunity for playing, talking, and having fun together.

Homeschooling has given the girls opportunities to form friendships with people of different ages who live in other countries. They have met and hosted people at our home including two exchange students from Brazil who lived here in the late 1990s; and my friend from Japan who visited here a couple years ago.

The girls with Ruth (from Brazil) and their grandparents.

Their grandparents invited us over for lunch, and

to visit with Ruth.

The girls also have enjoyed making friends with other homeschoolers as well as children who attend public, private, parochial, and charter schools. This have given them insight into multiple ways that children learn, and introduces them to a wide variety of children.

The girls having a tea party with some of their friends.

Sophia and a friend before one of the choir performances.

The girls holding pumpkins they picked

 from our pumpkin patch.

They have participated in community activities – theater, community ed courses, camps, homeschool swimming lessons, choir, and sports – which introduces them to a diversity of children who have a wide variety of interests.

Olivia with three other girls who were in a

play/musical with her at a local community theater.

The girls also have had the opportunity to learn from other adults – whether it is at the homeschool co-op where they take a variety of classes; or through special education/speech therapy. They have developed special friendships with some of the teachers and therapists who have helped them learn and gain new skills.

Sophia with one of her teachers at the homeschool co-op.

Ms. Dawn was the American Girl teacher, and this is the

end-of-the-semester party.

Olivia with her speech therapist, Laurie.

Homeschooling is represented by strong and varied relationships. As the girls get older, this will continue to be an important area and benefit to homeschooling.

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Q is for Quilting – ABCs of Homeschooling

On 5 Kids and a Dog, there’s a series called the ABCs of Homeschooling.  This week’s letter is “Q.” 

…is for Quilting.

For over four years, Sophia and Olivia have been learning how to quilt. They started hand-sewing a bit before machine-sewing to get comfortable with a thread, needle, and fabric.

One of the first projects that the girls did was a simple patchwork quilt. They picked fabric from what I had on hand (a lesson in itself of resourcefulness and making do).

For some of their first sewing projects, they traced squares onto the back/wrong side of the fabric and then cut them out. They moved onto measuring and marking lines on the fabric. Sophia now can use a rotary cutter to cut fabric.

Olivia arranging squares for her first patchwork quilt.

She’s about 4 years old here (2007).

One of Olivia’s favorite quilts that she made was one using fabric she found at a quilting store in Pella, Iowa. The girls, my parents, and I traveled to Pella in the spring to see the tulips. There was a wonderful quilting store right off the main square.

Olivia liked a printed fabric with dogs on it. From that pattern, she picked several other fabrics to coordinate with it. She cut, arranged, and sewed all the pieces together to create her quilt.

Olivia made this quilt using fabric she found at a quilt shop on a trip.

This quilt holds special meaning and memories for her.

She was 6 years old when she made this quilt (2009).

Olivia entered her quilt in the county fair in the youth open class division. She was competing with children up to the age of 16 years old in her category.

She won first prize… a blue ribbon (there are only 6 ribbons – 1st through 6th place – awarded in a category). Needless to say, she was thrilled!

Olivia with the quilt she made

that won her a blue ribbon!

For 2010, at 7 years old, she wanted to challenge herself to do something different. She looked with me at pictures of quilts on Flickr and saw one that she liked. It was a circular quilt made from a variety of fabrics.

The quilt she saw was done in rainbow colors with a white center. Olivia wanted to do hers in all blue fabrics with a white center. Since there was no pattern, we had to create a pattern for the blue pieces and center white piece.

Olivia chose a variety of textures also for the blue pieces which posed a bit of a challenge since each had a different “pull” to it. She had to try sewing different types of fabric together which was a good skill to learn.

Another skill she learned was doing free-style quilting. On the white fabric, she moved her presser foot around in a random pattern to secure the top, batting, and backing together.

Olivia working on her blue and white circular quilt.

She’s doing some free-motion quilting to secure the top, batting, and backing together.

Olivia was 7 years old when she did this quilt (2010).

Sophia started making quilts in 2006 (when she was 5 years old) and did a simple doll-size patchwork quilt from a kit she received for Christmas. The nice thing about the kit was that the squares were already cut for her. She simply had to sew them together and then create the quilt.

Once she learned how to do that she wanted to create another quilt using fabric that she picked out from what I had on hand. She used the same method as I used with Olivia (tracing of the shape on the fabric and then cutting it out).

By 2008, she was enjoying quilting so her grandma gave her a quilting kit in her favorite color: pink. The kit came with the fabric and pattern, but Sophia had to cut each piece for the quilt.

The fabric was a variety of textures – cotton, satin, and minky.  It was delightful to feel (from a sensory perspective). In terms of sewing…a bit more challenging, especially for a beginner quilter.

She patiently worked on the quilt and was so pleased with how it turned out. She used the quilt and enjoyed how it felt with the different textures.

Sophia in a bunk bed in a camper cabin.

She wanted to bring her quilt on her first camping trip.

Sophia was 7 in this picture (2008).

By the following year, Sophia set a goal of making a quilt for her bed. She wanted a quilt in colors that she liked. We checked out some books from the library and she found a pattern that she liked. After a visit to the fabric store, she was ready to start making her quilt.

Sophia placed the pieces for her quilt on the floor.

She would pin the pieces she needed to sew as she went along.

Sophia is 8 years old in this picture (2009). 

She was happy with how her quilt turned out; and has used it on her bed since she made it.

Sophia holding her finished quilt.

She entered the quilt in county fair and received a red ribbon on it (second place). At 8 years old, she was in the category with children up to 16 years old. 

Sophia by her quilt at the county fair.

She was 8 years old.

When Sophia was 9 years old, she tried a different form of quilting. Her grandma gave her a pre-printed image on fabric. Sophia quilted around different parts of it to give it texture and definition. She added sequins and beads to embellish it, and then finished off the quilt. 

She entered it into the county fair for one of her 4-H needlework projects. In 4-H, the children talk with a judge who asks them questions about their project and determines how much they understand about their project area. Sophia received a blue ribbon for her project which made her happy.

Sophia meeting with a 4-H judge to discuss her project.

During the 2010-2011 homeschool year, Sophia took a sewing class at the homeschool co-op. One of the projects she worked on was learning quilting patterns.  During the spring, she learned six new patterns. She chose to sew the squares together to make a little lap or doll quilt.

Sophia holding a lap or doll quilt that

shows six new patterns that she learned.

She’s 10 years old (2011).

Quilting has been an important part of homeschooling for the girls. In addition to art/creative expression, quilting helps with math and reading. I’ve also integrated geography and history when doing some of the quilts.

With a back-to-homeschool trip to New England in September to celebrate the start of a multi-year/multi-disciplinary geography study, the girls are excited to visit a quilt shop in New Hampshire that has over 5,000 bolts of fabric.

They each want to pick some fabric so they can make a quilt when they return home. Having a tangible reminder of this special time together is something that I hope they look back on with good memories in years to come.

Looking back….

Olivia at 4 years old working on her first quilt.

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P is for Painting – ABCs of Homeschooling

On 5 Kids and a Dog, there’s a series called the ABCs of Homeschooling.  This week’s letter is “P.” 

 …is for Painting.

One of the activities that the girls enjoy doing is painting. When they were younger, they did quite a bit of wet-on-wet watercolor painting.

Sophia doing a wet-on-wet watercolor painting.

I would soak the watercolor paper in water for a bit, lightly dry it off, and then she would paint using all-natural paints. The paints were made from plants and were from Germany. They were nice quality paints which resulted in some pretty colors.

Initially, I had the girls start with painting only one color. Then they learned to combine a couple of colors.

They also have enjoyed painting clothes and accessories.  When they were younger, the painting was more abstract; and as they grew older the did more representational/realistic painting.

Olivia decorating a purse with fabric paint.

She is wearing a shirt she painted and

used when she did art and crafts projects.

One Christmas, the girls received paint kits. They traced the first letter of their first name onto a canvas and then added different shapes and swirls around the letter. Using a variety of acrylic paint, they created their own unique images.

The girls painting the first letter of their first name on canvas.

Another activity the girls enjoyed was tracing their hands onto canvas, coloring the hand with oil pastels, and then painting with watercolors around the outside of the handprint.

Olivia making a handprint picture

with oil pastels and watercolors.

They also have enjoyed painting without a paintbrush. They’ve used fingers, hands, pine needles, marbles, and vegetables.

Sophia doing a Valentine’s Day painting with marbles.

Sophia carved a heart into a potato.

Then, she made 3 prints of the heart to make a clover shape.

She added the stem, ground, and

some details with a paintbrush.

Doing vegetable and fruit printing was a fun process. Using peppers, apples, celery, and other fruits and vegetables yielded some interesting and pretty prints.

The girls with other homeschoolers doing

fruit and vegetable printing.

Using hands and getting messy are the fun parts of painting for the girls.

Olivia made a handprint Christmas tree.

She’s painting the tree trunk and snow with a paintbrush. 

In addition to creating their own images and work, they also enjoy using painting kits. Early on, they did some simple watercolor painting with pre-printed images.

Sophia doing watercolor painting with pre-printed images.

When they were 7 and 9 years old, they each did a paint-by-numbers kit. These are not the kits that I grew up with which were substantially easier.

These kits had very tiny spaces, lots of blending of paints, and required much patience and time. The end-product is one that both the girls were so proud of and framed.

Olivia doing a paint-by-numbers painting.

They each entered their paint-by-numbers paintings in the county fair and/or 4-H; and both did very well. Entering the paintings for 4-H (in Cloverbuds and Crafts) was a great way for the girls to share their experience about painting and what they liked/found challenging about the process.

Olivia meeting with the 4-H Cloverbud judge

to discuss her painting.

She’s 7 years old in this picture.

Painting has been and will continue to be an important part of homeschooling. It’s been something the girls truly enjoy, and it gives them an opportunity to creatively express themselves.

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O is for Orchestra – ABCs of Homeschooling

On 5 Kids and a Dog, there’s a series called the ABCs of Homeschooling.  This week’s letter is “O.” 

 … is for Orchestra.

One of the elements of homeschooling for our family is music. Starting at the end of fourth grade, both Sophia and Olivia were/will be given an opportunity to choose an orchestral or band instrument to learn in addition to piano.

They both have a strong interest in orchestral music, so it looks like that is what area they’ll choose. Having an interest in the orchestra most likely stems from attending student performances at the Minnesota Orchestra.

In March 2010, the girls and I attended “Carnival of the Animals”
at the Minnesota Orchestra. In the background,
the orchestra is warming up.

At the Carnival of Animals concert, there were a variety of instruments played – including the harp. This is an instrument that Sophia has become interested in (more information below).

The harpist isn’t yet out for warming up,

but there are other musicians practicing before the performance.

Because of Olivia’s vision, we have been able to be seated in either the first or second box seats. This has been such a blessing.

Not only can Olivia see the stage, but the girls become even more engaged in the performance since they can see some of the musicians’ faces and expressions, and how they place the instruments.

Attending the Percussion Spectacular in October 2009.
The girls are 8 and 6 years old in this picture.

One of the most memorable pieces was played by musicians from the Minnesota Orchestra as well as youth performers. The youth walked down the aisles with their instruments – from the back of the concert hall to the stage. Together, the youth and adults played a piece. Seeing youth perform on stage was quite inspiring for the girls.

Concert in December 2010 with youth and adult performers
playing together.

Another reason why we enjoy going to the Minnesota Orchestra is that they partner with other non-profit organizations to create multi-disciplinary and multi-art performances. In the December 2010 concert, huge puppets from Heart of the Beast Puppet and Mask Theater joined the orchestra on stage to act out one of the songs.  It was a dramatic and moving performance that the girls still vividly remember.

Actors and musicians doing a piece from Hansel and Gretel.

Sophia and Olivia also have watched orchestral performances on television. One of the historical performances was done by Yo-Yo Ma at President Obama’s inauguration. 

The music was beautiful, and his enthusiasm and smile were contagious. What an inspiration! Both Sophia and Olivia were born in China, so it is wonderful when they can see positive, Chinese-American role models (female or male).

Yo-Yo Ma playing at President Obama’s inauguration
on January 19, 2009.

The girls also have had opportunities to play instruments at different museums and parks which has been fun for them.

Olivia playing a xylophone at the Minnesota History Center.

What is interesting to see is how artists combine music and nature.  At the Minnesota Landscape Arboretum many years ago, there was a wonderful summer exhibit that did just that: combined art with nature.

The girls with two of their friends playing

leaf and acorn bells.

Seeing handmade instruments created from everyday objects is another creative and inspiring way that the girls have learned about music. Again, at the Minnesota History Center, there was a display of a variety of percussion instruments made from items commonly found in one’s home.

Sophia playing a xylophone made from wrenches.

After being introduced to a variety of music and the orchestra, the girls each wanted to take piano lessons.

Olivia was interested in learning how to play the piano
long before she took lessons.

Part of learning how to play the piano is participating in the semi-annual concerts (one at Christmas and one at the end of the homeschool year).  Sophia performed at a nursing home for her first concert at Christmas time in December 2010; and her second concert in May 2011.

Sophia at her second concert in May 2011.

Once the girls reach the end of fourth grade, I am asking each one to pick an instrument that they want to learn how to play (in addition to the piano).  Sophia chose the harp in May 2011.

Sophia practicing the harp.

Olivia is interested in the flute and piccolo (on the other end of the spectrum in terms of instrument size).  She still has two full schoolyears to decide if this is her true interest.

When Sophia stepped away from the harp for a moment,

Olivia ran her fingers along the strings.

Listening to the harp is relaxing and calming.

During the summer of fourth grade, Sophia began taking private lessons for harp. She will continue doing this through fifth grade, and then participate in student orchestras in sixth grade.

There are both homeschool and public school orchestras.  Both orchestras have concerts throughout the year which will give Sophia opportunities to perform publically. 

Until then, she shares the gift of music with her grandparents and family.

Above and below: Sophia performing for grandparents,

an uncle and aunt, and family.

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M is for Math – ABCs of Homeschooling

On 5 Kids and a Dog, there’s a series called the ABCs of Homeschooling.  This week’s letter is “M.” 

…is for Math.

I remember sitting in a college calculus class and one of the students asked, “When are we ever going to use this in real life?”

The professor gave an answer that I wished some of my junior high and high school math teachers would have said when I was learning algebra and trigonometry, “Chances are, you’re never going to use this in your daily life. This level of math isn’t so much about using it in ‘real life.’  It is more about being persistent and disciplined, and finding the answer to a problem.” 

Math comes down to simple problem solving; and training one’s brain to be able to think through a variety of situations and get to the right answer or come to a conclusion. Math, to me, means essentially fostering a sense of determination and commitment to finish something you’ve started.

Because math goes beyond just learning numbers, functions, and concepts, I try to give Sophia and Olivia opportunities to learn math through a variety of methods: traditional/book learning, singing, learning tools, games, and real-life application.

TRADITIONAL/BOOK LEARNING

The girls learn core math concepts and facts by using their math books.  I use Rod & Staff books since both girls say they like them.  At the last homeschool conference I attended, I looked at a variety of math books. Some had a lot of color and impressive graphic design; some used the computer; and others used DVDs to teach math.  After looking at the variety of resources, I decided to stick with Rod & Staff.

Rod & Staff isn’t fancy – the text and images are all in black and white.  However, the majority of examples they use all tie into agriculture, farm animals, and cooking/baking – all things that are quite applicable to the girls’ life right now.

Sophia’s fourth grade math book. 

There seems to be a lot of repetition with some of the fundamental concepts and facts (e.g., addition and subtraction facts, skip counting by 2s/5s/10s, multiplication and division facts). However, knowing these facts by memory is critical to forthcoming math skills, so I think that’s valuable.

That being said, once the girls have “mastered” a skill, I don’t make them continue doing pages of the same thing. They can move onto the next skill. That’s one of the benefits of homeschooling – adapting the lessons to the each child’s skills and knowledge.

Olivia likes to use manipulatives to help her visualize

some of the math problems she’s doing.

For this lesson, she chose to use shells.

SINGING

The girls both enjoying singing and seem to retain information much better when they learn it by listening to and singing songs. 

Some of the CDs that the girls use for math.

Some of the CDs for math that they use include:

– Shiller Math Songs – this was a CD that Olivia used a couple of years ago when using the Shiller math curriculum.  There are a variety of songs that had her moving about while listening to instructions on the CD.

– Addition Songs by Kathy Troxel – this CD comes with a songbook/workbook, and has helped Olivia learn counting from 1 to 20 as well as all the addition facts from 1+1 to 9+9. There are sing-along songs as well as echo-style songs for self-testing.

– Multiplication Songs by Kathy Troxel – this CD also comes with a songbook/workbook, and has helped Sophia learn all the multiplication tables 2 through 12.  There are sing-along songs as well as echo-style songs for self-testing.

–  One Hundred Sheep by Roger Nichols – There are nine songs on this CD that teach counting by 2s, 3s, 4s, 5s, etc. This skill is known as “skip counting” and is used in every math process from multiplication to algebra.  The songs use stories from the Gospels as a basis for the lyrics.  Both the girls use this CD.

Sophia singing along with the

One Hundred Sheep CD.

LEARNING TOOLS

Dice

Olivia playing with some of the math dice.

One of the ways to learn and/or review the basic facts is by using dice. 

Basic math equation that Olivia put together

using three different types of dice.

I have a variety of dice that the girls can use.  Some have the basic six dots representing numbers on them (white ones).  Others are special ones:

– Blue dice with the numbers 1-6 on them.
– Green dice with the numbers 7-12 on them.
– White dice with different symbols (e.g., plus, minus, times, divided by).
– Yellow dice with Roman numbers.
– Big red and orange dice with little white dice inside it. Both the dice have the traditional 1-6 dots on each side.

A variety of dice to use with math games.

Electronic Flash Cards

Learning Resources has a Minute Math Electronic Flash Cards in which the girls are presented with different facts (e.g., 2+9, 8×7) and need to type in the answer. The “game” is based on speed and accuracy. There is a voice that tells the player if she typed in the correct answer.

Sophia testing herself on multiplication facts.

Sophia likes this “game,” but Olivia finds it frustrating.  So, when Sophia needs/wants to do something different for math, she’ll use the Electronic Flash Cards.  

Learning Wrap-Ups

Both the girls learn best when there is a hands-on component to the lesson.  One of the things that I found at the last homeschool conference was a set of Learning Wrap-Ups. Each Wrap-Up focuses on a different process (e.g., addition, subtraction, multiplication, division). 

Olivia testing herself on addition facts.

To use them, the girls start with the first number on the left side and add/multiply it by the number in the middle of the key.  Then they find the answer on the right hand side and bring the yarn to the other side and wrap it around the backside before bringing it to the second number on the left side. They repeat the process until all the numbers and answers have been wrapped.

Olivia with the finished Wrap-Up.

The string was where it should be on the back,

so she got all the answers correct.

The Wrap-Up is self-checking on the back. The key has a raised pattern to show where the yarn should be. If the yarn matches the pattern, then all of the answers were done correctly.

GAMES

The girls have many games that they enjoy playing that have a math component to them:  Horse-opoly, Life, and Farm-opoly.

The girls playing Farm-opoly.

In addition to purchased games, we’ve also made our own math games.  For Thanksgiving, we made a turkey racing game (see below) that involved counting and probability.  The girls had fun making and playing the game, and having it be a part of Thanksgiving activities in the future.

Homemade math game.

REAL LIFE APPLICATION

Bringing math into everyday activities provides the girls with a learning experience in a real-life setting, and helps enhance comprehension of what they are learning.

Sophia learning to skip count

by 5s and 10s using buttons.

An early math skill is sorting, although it is one that people use in their daily lives. One of the ways that sorting was incorporated into homeschooling is through stamp collecting.  The girls each have their own books for stamps, and have enjoyed sorting them into categories (e.g., horses, flowers, pandas, wild animals).

Olivia sorting through stamps when she was very young. 

She still has and adds to her stamp collection.

Another way that the girls have used math is when they have sorted items to donate.  Each year we do Operation Christmas Child.  The girls enjoy choosing items to put in the boxes, and then dividing and sorting them at home. 

The girls sorting items for Operation Christmas Child boxes.

Of course, each October the girls look forward to sorting candy they get when they go out for Halloween.  They will compare what each one got, and often will trade candy.

Olivia with candy she sorted.

Math also is used when studying science. 

Sophia measuring the length of a bone.

One of the easiest ways to tie the two subjects together has been when we have been able to measure something tangible (e.g., feathers, depth of a woodpecker hole in a tree, the circumference of a tree, the length of a bone).

Sophia measuring the snow depth.

The girls enjoy cooking and baking.  Reading a recipe and then measuring the ingredients is something that I have involved them in well before they were doing their math books.

Sophia measuring and adding an ingredient

to make a fruit smoothie.

I’ve had a food scale for many years, and it seems like in the past few years that it has been used more frequently by the girls – whether they are making food in the kitchen or weighing an item for a science lesson.

The girls were weighing some mushrooms they found

on the nature trail.

The girls are cutting and measuring rhubarb

to make dessert.

Money is something that the girls have enjoyed learning about in math.  Rather than just using pictures in math books, the girls receive a bit of money for doing some chores.  They also receive money periodically as gifts from grandparents and relatives. 

Originally, I had the girls set up save-spend-give jars and a percentage of each amount they earned or was gifted was divided into the three jars in a 50-40-10 percent ratio (respectively).  Now, I have them do a 50-50 split – save half/spend half.  Of the spending money, some they use as donation money. 

The girls have their own wallets with money and gift cards, and have learned to interact with cashiers; and vendors at craft shows and farmer’s markets. They have to learn to use only the money they have available (no loans or borrowing money). This has taught them the value of budgeting and patience (especially if they need to save for a larger item). I’m hoping that they carry this into their adult life and save half of what they earn.

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L is for Literature – ABCs of Homeschooling

On 5 Kids and a Dog, there’s a series called the ABCs of Homeschooling.  This week’s letter is “L.” 

 …is for Literature

Literature is written or spoken material that is the work of the creative imagination, including works of poetry, drama, fiction, and nonfiction. Through the current curriculum I’m using with the girls (Sonlight), we’ve been introduced to wonderful literary works in each of the genres mentioned.

Sophia and Olivia on “Box Day” – when the books

for the upcoming school year are received.

They enjoy looking at all the books they’ll be

reading or listening to during the upcoming year.

In addition to using the books that are part of the Sonlight curriculum, I’m also using several lists of books to introduce the girls to a wide variety of literature (e.g., Newbery Medal, Caldecott Medal). 

The Association for Library Service to Children has a website that has information about different awards that are given each year to children’s books that are of high quality.  Each award has a different focus.  The ones that we’re focusing on include:

– (John) Newbery Medal – honors the author of the most distinguished contribution to American literature for children.

– (Randolph) Caldecott Medal – honors the artist of the most distinguished American picture book for children.

– (Theodor Seuss) Geisel Medal – honors the author(s) and illustrator(s) of the most distinguished contribution to the body of American children’s literature known as beginning reader books published in the United States during the preceding year.

– (Laura Ingalls) Wilder Award – honors an author or illustrator whose books, published in the United States, have made, over a period of years, a substantial and lasting contribution to literature for children.

Reading is such an integral part of homeschooling for us.  Since the girls were young, I have read to them daily. Once Sophia began reading on her own, she spent more time being able to read independently which expanded the number of books she listened to/read each day. The girls both listen to books on CD as well.

In addition to reading inside, the girls enjoy reading outside – on blankets on the ground with the clouds and trees as the backdrop…or in one of the climbing trees in the backyard.

Sophia reading outside on an early-fall afternoon.

Literature has introduced the girls to historical facts, given them insight into different cultures; and provides the inspiration to learn more about different times and traditions other than their own.

Some of our favorite homeschool memories center around literature-based unit studies.  The first series we did was the American Girl one that focuses on ten year old girls from a variety of ethnicities and time periods in the United States. 

We started with the Kaya series which was set in the 1700s with the Nez Perce and finished with the Julie series that was set in the 1970s and had a Chinese-American sub-theme (this was nice for the girls who are both Chinese-American).

Olivia taking a look at one of the American Girl books

under the willow tree on the nature trail

in the back part of the farm.

The girls and I did crafts, cooked/baked food that tied into each series, and took field trips to places to bring alive what they were reading in the American Girl Series.

The girls learned about rations, the Victory pledge,

and Victory Gardens when we did the Molly unit study.

Here, at Fort Snelling, there was a homeschool day

focused on WWII (when the Molly series took place).

This display shows rations at the time (e.g., food, gasoline, shoes).

The other series that we enjoyed was written by Laura Ingalls Wilder.  Starting with Little House in the Big Woods and ending nine books later with The First Four Years, we not only read the books but did hands-on activities and took a trip to Pepin, Wisconsin (where Laura spent the early part of her childhood).

We visited Pepin once when we started the series and were reading Little House in the Big Woods to see where Laura’s childhood home was located, saw the cemetary where some of the people mentioned in her book were buried, and visited a museum focused on the Ingalls family/Laura Ingalls Wilder. 

In 2010, we went back to Pepin with the girls’ grandparents; and stopped at the lake and went through town.

Sophia, Olivia, and Papa (the girls’ grandpa)

on the shores of Lake Pepin (Wisconsin).

Children’s literature also has opened up the girls’ imagination and fostered an enthusiam for learning about things that they normally wouldn’t have thought or known.  For example, I read to the girls a long time ago a book called Mailing May in which five-year-old Charlotte May Pierstorff begs to visit her grandmother, but her parents cannot afford to send her.

In Idaho in 1914, the train is the only way to make the 75-mile trip over the mountains. The Pierstorffs come up with an unusual solution – mailing May. Sending her as a package is a third of the cost, and since her mother’s cousin Leonard handles the railroad mail car, she does not have to travel alone.

So, we were on a trip up north a few years ago, and visited a train museum.  There happened to be an old, restored mail car at the Duluth train museum. This brought to life this book which the girls clearly remembered and made the connection to; making the visit such a fun experience for the girls.

The girls in a restored mail car a train museum

in Duluth, Minnesota.

Another way that literature has been a part of homeschooling is by sharing the gift of reading and quality books with others.  We have donated many books to the local second-hand shop.  All the proceeds from the sale of the books help fund programs that serve those in need in the community.

The girls also donated some books to Books For Africa through the 52 Weeks of Giving program that we’re doing this year. 

And, perhaps, most meaningful (on a personal level) is seeing the gift of reading and literature shared between generations.  One of my father’s favorite books that his mother read to him when he was a boy was The Story of Ferdinand.

The story, written in 1936, is about a bull who would rather smell flowers than fight in bullfights. He sits in the middle of the bull ring failing to take heed of any of the provocations of the matador and others to fight.

Sophia reading Papa one of his favorite childhood books.

At the time (August 2010), he was able to still read the book.

Now (June 2011), with Alzheimer’s Disease,

he struggles with reading,

but enjoys being read to and listening.

Literature has been and will continue to be an important and central focus of homeschooling for us. 

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K is for Kitchen – ABCs of Homeschooling

On 5 Kids and a Dog, there’s a series called the ABCs of Homeschooling.  This week’s letter is “K.” 

…is for Kitchen.

When I think of homeschooling, one of the places that we spend a considerable amount of time in is the kitchen.  The girls and I enjoy cooking and baking, so incorporating a culinary aspect into homeschooling is a natural fit.

The girls have been helping in the kitchen since they were about 18 months old.  As they have gotten older, the new skills they learn match their developmental and physical abilities. 

Both Sophia and Olivia will look at recipes as I’m planning meals for the upcoming few weeks.  When I’m doing this, they often will look at the pictures that accompany the recipe (the majority of my recipes come from cooking and women’s magazines).  They’ll see a picture of something that looks good and will ask if they can make it. 

Trying a new recipe, having it be a part of the meal, and seeing what it tastes like is something that makes the girls happy and proud.

Olivia holding a pumpkin pie she made.

During the past few years, I created an ABC Journey Around the World in which the girls learned about a different country in alphabetical order (e.g., Australia, Brazil, China, Denmark, Egypt, France, and so forth until ending with Yemen and Zambia). 

One of their favorite parts of learning about other countries was seeing what people would eat in different parts of the world.  I found recipes on the internet as well as through recipe books from the library. We tried anywhere from one to six recipes per country (some were easier to find recipes for than others).

The girls made Mexican hot chocolate

using a recipe found in a children’s cookbook.

They also made Mexican scrambled eggs

that morning for a complete breakfast.

Sophia is holding a green bean sidedish

using a French recipe. 

Olivia is making Swedish cinnamon rolls.

The recipe came from a local church cookbook

that had a whole section on Swedish cooking

(we live in a community that was founded

by Swedish immigrants).

The kitchen is more than a place to cook and bake food.  With homeschooling, the kitchen also becomes an area to do science experiments and hands-on activities.

One of the science lessons that the girls did focused on marine life and pelicans. Apparently a pelican can hold 13 1/2 quarts of water in its pouch. The water drains out, leaving only the fish which the pelican then can swallow and eat.

Sophia trying to catch a marshmallow

as part of a science lesson about pelicans.

In the photograph above, there are 2 marshmallows in the sink representing fish. Sophia’s job is to catch the marshmallows. It’s harder than it looks.

The girls learn best when they can make a hands-on, tangible connection with the subject about which they are learning.  This is so important when the concept might be more difficult for them (e.g., electricity) or would benefit from a visual example (e.g., lung capacity).

Olivia learning about lung capacity.

She took a deep breath and then blew air through the tube

that led into the water-filled 2-liter pop bottle.

The air would push out the water from the bottle

and show how much air was in her lungs.

Sometimes when we’re cooking, the girls learn new words or make a connection between what they’re cooking with something else they’ve heard or learned.  For example, when we were making cheese, the curds separated from the whey.  They immediately made the connection with the nursery rhyme they had heard many times:

Little Miss Muffet sat on a tuffet

Eating her curds and whey,

Along came a spider,

Who sat down beside her

And frightened Miss Muffet away.

Learning to make cheese.  In the process,

the girls saw the curds and whey separate; and

made the connection of a nursery rhyme they heard.
(The curds are the white part; the whey is the liquid.)

For one nature study, we focused on learning about dandelions.  In addition to the science part of the study, we added a culinary component where we made dandelion cookies, dandelion vinegar, and dandelion oil/salve.

Olivia making dandelion oil.

The oil can be used as a base to make salve.

The kitchen also is a place where the girls create things for the holidays and different seasons. 

Sophia making borax snowflakes.

Olivia holding homemade marshmallows

she made for Valentine’s Day.

Sophina carving a pumpkin while Gretel looks on.

An important part of our time in the kitchen is when we make food to help others.  We have made many meals and desserts for people experiencing medical/health challenges; and have chosen to donate some of our food to those in need. 

The girls packaging up some of food to donate

to an organization that serves people who are homeless.

We also make food for animals – treats for the dogs, cats, and horses; and for wildlife.  Making food for the hummingbirds to drink during the summer and suet for the birds during the winter are regular activities. 

Sophia making suet for the birds on a

very cold 25 degree BELOW zero day.

Needless to say, the birds needed the energy

and were constantly eating the homemade suet.

Seeing how excited the animals are to get a treat…and to see the variety of birds that now visit the feeders is a lot of fun.  Being able to observe animals up close (especially birds) is such a highlight of homeschooling.
So many subjects are covered in the kitchen beyond home economics – reading, math, science, community service, and geography. The kitchen truly is one of the centers of learning for homeschooling…and one of our favorite places to learn! 

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J is for Joy – ABCs of Homeschooling

On 5 Kids and a Dog, there’s a series called the ABCs of Homeschooling.  This week’s letter is “J.” 

 ….is for Joy

It is the supreme art of the teacher to awaken joy

in creative expression and knowledge.

~~ Albert Einstein ~~

As I look at pictures of homeschooling, joy is a word that comes to mind. It is most often expressed when we’re doing hands-on activities and bringing to life what we learn through reading about different subjects. 

Sometimes, joy comes from the girls making connections on their own.  For example, Sophia was having fun building a snowman and making a pinecone heart near it one day during the winter.  She was so happy with how both turned out. 

She put birdseed in the snowman’s hat so the birds had another feeder to visit. She left carrots on the ground for the rabbits or deer.

Sophia with the snowman and pinecone heart she made

inspired by the book Stranger in the Woods.

She told me after she made the snowman that she was thinking about the book, Stranger in the Woods as she was making the snowman. It’s interesting to see how Sophia and Olivia both are inspired by books that I read to them as part of homeschooling, and how that translates into their play and learning.

I also see joy in the girls’ faces when they are doing something they love to do and at which they feel skilled.  Olivia has always enjoyed coloring and could spend the majority of her days coloring (that…or coloring and doing puzzles). 

Olivia showing jewelry she colored
and was wearing as part of the Egyptian unit study.

In the photo above, Olivia is holding a paper pyramid that has facts about pyramids on each side. She also is wearing paper jewelry she colored.  These weren’t projects that were displayed in the house or worn after multiple times.  Rather, she put them on and wanted to show what she did – and she radiated joy. 

After she was done, she took off the jewelry and carefully put it in her Egypt 3-ring binder in a protective sheet holder.  In that way, every time she looks at it, it can remind her of how much she enjoyed coloring at that point in her life.

Another time that the girls are joyful is when we spend time cooking and baking together…and then sampling what we made. 

Having a tea party with food made

as part of the geography unit study about Hungary.

The girls and I have made foods that we enjoyed (like cookies and coffeecake as shown in the picture above).  Likewise, we’ve also made some food that none of us would like to eat again (Ukrainian sauerkraut and Welsh Oatcakes).  

Whether or not we enjoyed the food, the experience of cooking together brought us all a lot of joy and happpiness.  We were sharing time and creating special memories that we all can enjoy looking back upon.

Having opportunities to play and creatively express oneself are important parts of homeschooling as well.  Playing, pretending, and dramatic expression all foster creativity and being able to think independently…rather than having someone tell you what to do and when to do it. 

Sophia was pretending to be a beekeeper after

learning about bees, beekeeping, and honey

during a home economics lesson.

Being able to exercise together and be outdoors always makes us happy.  Joy is often shown with huge smiles and laughter, especially when we’re riding bikes; playing badminton or croquet in the backyard; or walking the dogs or horses.

Olivia riding her bike on a beautiful spring day.
Her bike is actually attached to mine (a tag-a-long bike),
thus the odd angle of this photo.

Living in the country on a small hobby farm means the wheelbarrow is used at least once each week…if not more often.  Many times, Sophia gives Olivia rides in the wheelbarrow.  No matter where you are here, you can hear Olivia laughing as she’s bumped and jostled on the rides.

In addition to having fun, the wheelbarrow rides are good for their bodies.  Both girls have sensory integration dysfunction (aka sensory processing disorder), so pushing a heavy load (for Sophia) and getting input from the ride (for Olivia) help address some of the needs that their bodies have because of SID.

The girls having fun in the backyard.

Since the girls were infants, they have enjoyed swinging.  When they were under a year old, they would be pushed and would fall asleep while the wind blew, birds sang, and sun gently warmed them.  They were so content and at peace while swinging…a more quiet form of joy.

Olivia in a moment of pure joy

while swinging!

Swinging each day when it’s not raining or well below zero with bone-chilling winds, is both relaxing and exhilarating for the girls…often at the same time.  When they have too much energy and can’t focus on learning, taking some time to go on the swings helps get some of the energy out.  In the process, they are laughing and joking, and having a wonderful time.  They come in awhile later ready to begin homeschooling again.

Homeschooling is about joy.  And when I think about joy — about happiness — I think of spending time together; creating memories; and learning about new things and gaining new skills. 

Joy is present each day we homeschool.  I know that because I hear it through laughter; and see it through smiles and love shown to one another.
 

Sophia wearing a beaded necklace she made
during a unit study about the Nez Perce during the 1700s.
Hearing joy expressed through laughter
is what homeschooling represents.

Your success and happiness lies in you.

Resolve to keep happy; and

your joy and you shall form an invincible host against difficulties.

~~ Helen Keller ~~

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I is for Investigation – ABCs of Homeschooling

On 5 Kids and a Dog, there’s a series called the ABCs of Homeschooling.  This week’s letter is “I.” 

 ….is for Investigation. 

When I think of homeschooling, a lot of what the girls and I do relates to investigation.  Every day there are many ways to learn through investigation.  Below are some pictures of how the girls learn by investigating.

Investigating the Environment

Sophia and Olivia exploring the pond.

The  girls enjoy exploring the pond, pastures, and nature trail on an almost daily basis.  Seeing a variety of birds, toads, and frogs – sometimes ones we’ve never seen before – leads us to identification guides to help us figure out what we’ve seen. 

We use the Handbook of Nature Study (both the book as well as the blog that offers Outdoor Hour Challenges) which has been a highlight of learning about the environment.

Investigating New Ideas through Reading

Reading outdoors in the early fall.

A key part of homeschooling is reading, and the main curriculum that I use (Sonlight) offers a wealth of high quality, “living” books that cover history, geography, literature/reading, and science.  We make at least one trip to the library per week, sometimes as often as two or three times, to check out new books as well as books on CD. 

Reading aloud, listening to audio books, and reading independently happens on a daily basis.

Investigating Wildlife and Anatomy

Sophia examining parts of a skull
using a disposable fork and ruler
(having more “scientific” equipment would be nice).

Living in the country provides many opportunities to discover living wildlife – eagles, hawks, foxes, minks, deer, pheasants, and owls.  By traveling to different parts of the state and country, we also have seen birds and wildlife that we normally would not see here which is exciting.

We also have seen plenty of wildlife that no longer is living.  Going on walks with the dogs has provided close-up views with some animals that walked too close to the road. 

Sometimes, after winter, an animal’s bones remain in the ditch.  Although this is kind of gross, I have used plastic bags to pick up the bones and lots of bleach to clean them.  In that way, the girls have been able to learn about the anatomy of different animals (like a coyote, for example) – something they would, at best, only be able to read about if they didn’t live where they do.

Investigating the World Through Geography Lessons and Travel

Olivia balancing on a rock in
Grand Marais, Minnesota.

A major part of homeschooling is learning about the world.  We are wrapping up a multi-year ABC journey around the world where the girls learned about a different country for each letter of the alphabet (with the exception of “X” since there is no country that begins with that letter).  Starting this fall, we will be starting with a multi-year study about each of the 50 states which we’re very excited to do! 

Traveling – within the state, throughout the country, and to foreign countries – plays an important part in homeschooling.  Learning about different cultures and ways of life; different types of land; and food all help the girls appreciate the world they live in.

Investigating Math and its Connection to the Natural World

Sophia measuring the length of a worm.

Learning math facts is one thing…but when the girls can apply math skills that they’ve learned to real life, the facts and skills make even more sense.  The girls enjoy measuring things – for example, how long something is (like the worm shown above), the distance between an animal’s tracks, or how deep a woodpecker’s hole in the tree is (see the photo below). 

Sophia measuring the depth of a hole
made by a woodpecker.



Investigating Science and How Things Work

Learning about electricity and circuits;
and getting a lightbulb to work.

Both the girls enjoy science and doing experiments.  When I was in elementary school, I don’t remember doing many science experiments.  In junior high, I recall dissection lessons (worm and frog) and using bunsen burners.  In senior high, there were limited experiments as well. 

It’s too bad because the highlights for science for the girls (and me) have been the hands-on experiments we’ve done which have enhanced the lessons and reading materials.  For topics that were a bit more challenging (e.g., electricity), doing the experiments made all the difference for the girls in terms of comprehension and retention.

Investigating History and Cultures

Sophia and Olivia taking a look at a mummy
when studying about Egyptian history and culture.

From the start of homeschooling the girls when they were Kindergarten, history has been a fascinating subject for them.  A few years ago, we read the entire American Girl series and Little House series (both which focus on American History).  When we began using the Sonlight curriculum, the girls were introduced to world history. 

Sophia has moved onto learning about American History at a much deeper and broader level than she did when she was younger.  She will continue with American History next year before learning more about ancient cultures and world history.

We covered some of the ancient cultures when the girls were much younger.  Learning about Egypt and the ancient Egyptians was very interesting for us all.

Investigating Music and Creative Expression

Sophia playing a wrench xylophone
at the Minnesota History Center.

Music has played a central part of homeschooling.  In the early years, music was focused on listening to CDs of various types of music by a variety of artists.  The girls also enjoyed playing child-size percussion instruments at home, and large-scale instruments or unique instruments (like the wrench xylophone pictured above) in public.

Currently, the girls are both taking piano lessons, and Sophia is starting to learn to play the harp.  Olivia wants to play the guitar or the piccolo (though she has to learn how to play the flute first).  In addition to playing instruments, the girls also sing in a children’s choir and perform at least once a month during the school year.

Olivia painting a tree with a paintbrush

and her handprints.



Creative expression is also done through painting, drawing, coloring, handiwork, pottery, ceramics, and sewing.  Having ways to express oneself through the arts is as critical of a component to homeschooling for us, as is any core subject (e.g., math, reading, science). 

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ABCs of Homeschooling (A-H)

On 5 Kids and a Dog, there’s a series called the ABCs of Homeschooling.  5 Kids and a Dog explains:

The word “homeschooling” can cover so many things. From teaching and learning, to home skills and life skills, and everything in between. Homeschool families are very busy people! It’s not about staying home, although we try to do that so we get our school work done, but it’s about raising well-rounded kids who grow into well-rounded adults. It means phonics lessons and sports and music and languages and climbing trees and jumping in puddles.


Since we can talk about everything from the Alphabet to Zoology, The ABC’s of Homeschooling was born. Please join in each week as we cover a new letter, and link up together to go through the ABC’s!

Since I just found out about the series, I’m grouping the first eight weeks together.  Here’s what each letter of the alphabet so far looks like with our homeschool:

 ….is for Animals.  Having two dogs, five cats, a pony, and miniature horse provide lots of opportunities to learn about animals. The girls not only can learn about their similarities and differences, but also take responsibility for their daily needs and health care.

Sophia and Olivia ready to take Gretel home on her adoption day. 

Gretel is about 3 months old in this picture.

We also take field trips to extend learning about animals we have as well as ones that we have read about in books.

The girls by a foal and adult Clysdale horse.

The foal is taller than Olivia’s miniature horse.

….is for Butterflies. The girls have raised butterflies for several years now by finding monarch caterpillars in the backyard and pastures.  They feed them indoors and then watch the transformation process.  At the end, they release the butterflies. 

The clarity of this picture isn’t great,

but the expressions on the girls’ faces show the

amazement and awe they felt when they saw the butterfly

fly right in front of them.

In the fall, the girls spread milkweed seeds throughout the farm so the monarchs that return in the spring and summer have food to eat.

Sophia spreading milkweed seeds in the south pasture.

The wind is carrying the seeds off to new locations.

…. is for China.  Both the girls were born in China.  Sophia was adopted at 11 months old, and Olivia was adopted at 10 months old.  Their birthdays and adoption days are celebrated by integrating Chinese customs, food, and gifts into these special days.

Sophia showing some of the items she has

that are from China to other homeschoolers.

This past year, we celebrated Chinese New Year by making Nian-Gao – Chinese New Year Cake. The recipe was in the back of the book The Runaway Rice Cake which I read to the girls prior to the cake-making activity.

The girls making Nian-Gao for

Chinese New Year.

… is for Dance. Each of the girls took dance lessons through the Minnesota Dance Theater when they were younger.  Although this isn’t something that they’ve chosen to pursue, they enjoyed dancing at the time. 

Homeschooling gives the girls an opportunity to be exposed to a variety of different subjects which they can choose to learn about in depth…or simply be content with learning a bit about the subject/activity and moving on to learn something else.

Sophia at the dance recital at Minnesota Dance Theater

at the end of a dance camp.

The girls enjoy dancing to music at home.

Olivia often will dance to piano music that Sophia or I play.

The girls watched a Chinese Lion Dance

at a summer festival. 

It was the highlight of the day for them.

…is for Experiments.  The girls both enjoy science, particularly when there is an experiment or hands-on activity that relates to the subject they are learning. 

Olivia learning about vocal cords.

Sophia learning about volcanoes.

…is for Field Trips. An important part of homeschooling is being away from home and learning at different locations throughout the local area or even short day/multi-day trips. 

The girls both enjoy seeing and interacting with animals.  One summer, the Minnesota Zoo had a special African animal exhibit.  There was an opportunity to feed the giraffes.  It is a memory that is vividly etched in both girls’ memories.

Olivia feeding a giraffe.

We also regularly attend the Minnesota Orchestra’s student performances that are held throughout the school year. 

Sophia and Olivia at the Minnesota Orchestra.

We have been able to take some multi-day trips during the past few years thanks to my parents.  In exchange for driving them (since both no longer can drive), they have given the girls and I an opportunity to travel to places that have provided wonderful learning experiences.

The girls by hundreds of tulips in Pella, Iowa.

…is for Geography.  For several years, the girls have been doing an ABC journey around the world.  I picked a different country for them to learn about for each letter of the alphabet (with the exception of “X” which no country begins with…they learned about MeXico instead). 

Sophia showing the back of a kimono.

The girls studying about Japan and enjoyed learning about the country.

The kimono is from my friend, Yoshiko, who lives in Osaka.

When we studied about Sweden, there were many local opportunities and historical sites which related to Swedish immigration and pioneers.  We used the Kirsten books (of the American Girl series) as a literature base, and supplementing it with hands-on activities in many different areas.

Olivia learned to make braided bread;

and, in the process, learned how to braid.

She was proud how her bread turned out.

… is for History. The curriculum I have been using for the past few years (Sonlight) has a wonderful history focus.  The “living books” (versus textbooks) that relate to history make the subject come alive, and have much more of a lasting impact on the girls. 

To supplement what we read, we also take field trips to museums and living history organizations. 

The girls pretending they are soldiers during WWII.

They are at a Homeschool Day event at  Fort Snelling.

The girls enjoy cooking, so sometimes history and cooking/home economics can be connected.

The girls making peanut butter after

learning about George Washington Carver.

Sophia making a “fossil” sandwich

when she was learning about fossils.

We have read the entire American Girl series now which helped the girls learn about American history from the 1700s to 1970s.  After completing that series, we moved onto the Little House series by Laura Ingalls Wilder. 

Olivia took a class at the homeschool co-op that focused on the Little House series.  She was able to do her first play during the class.  Her role was “Christy Kennedy” in “On the Banks of Plum Creek” (a Laura Ingalls Wilder story).

The costume she’s wearing was made by a seamstress who I hired many years ago when I did a farm/art camp for kids. The seamstress created costumes for kids to wear that represented a variety of times in history (from the mid-1800s to 1970s).

Olivia in her first play based on the book

“On the Banks of Plum Creek.”

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