Creating Tapestry of Grace Student Notebooks

Tapestry of Grace student notebooks | customizing Tapestry of Grace

We’ve used Tapestry of Grace as our core curriculum for going on 6 years. I love it, primarily because it is designed to be customizable. Rather than a one-size-fits-all approach, Tapestry presents a buffet of choices and ideas for reading, crafts and art, literature study, history discussion, and more. It’s perfect for customizing a learning plan that fits our unique ADHD/dyslexia struggles. But for the first time this year (as a solution to the enormous loose-paper crisis we experienced), I’m also customizing our own Tapestry of Grace student notebooks.

While the option is available to purchase these in printed bundles, ready to assemble, I prefer to print my own, allowing my kids to be in-between levels. Also, I wanted to separate the projects into separate notebooks—history and literature—rather than combine these, since we tend to work on them at separate times during our homeschool week. I’m loving the result and am looking forward to a lot less mess this next year.

Creating Tapestry of Grace Student Notebooks for History

Lower Grammar/Upper Grammar Notebook

My daughter will be officially fourth grade this year. While she faces some stiff learning challenges from her dyslexia, she’s made tremendous progress. Technically, she should probably be entirely Upper Grammar this year, but I’m still allowing her to be in-between. Especially for history, where information is more technical and less story-driven, she needs the lower grammar level. Her notebook includes the following items.

Weekly Overview. This page includes major theme and project ideas, famous people we will be covering, and the vocabulary words that she will be encountering in her reading. Each week, she looks over this sheet with me and looks up any words that she isn’t familiar with in the provided glossary. Because of her dyslexia, I do not make her write or copy any of this information, she just reads over it.

Tapestry of Grace student notebooks | weekly overview

Glossary. Last year, I kept one copy of the Year 1 Glossary in my Teacher Notebook, and the kids shared it. However, sharing the notebook didn’t always work out well. To streamline things, I went ahead and printed off a glossary for each child and included it in their own notebook. While this exercise builds my daughter’s vocabulary and prepares her for any difficult words she may encounter in her reading, it also gives me the opportunity to work with her on dictionary skills without an overwhelming amount of information for her to navigate.

Binder Pockets. We’ve used these binder pockets for years to organize different resources in our Case-it Binders. This year, I’ve included one in her history notebook to help my daughter organize lapbooking projects that she is working on. Once these are completed, I will oversee that they make it to their final destination (the portfolio) without taking an indefinite detour to her bedroom floor.

customizing Tapestry of Grace student notebooks

Upper Grammar/Dialectic Notebook

At the end of last year, we tip-toed into the Dialectic stage. This year, we’ll be delving more deeply into this level of thinking with history discussions and accountability questions. Because there is more involved at this level, there is also more included in my son’s history notebook. 

History Topic Summary. Each week, there is a brief overview provided for the student to read that provides the basic summary of what we will be covering and a Biblical point of view on that topic. While the content is a little technical and difficult for my daughter to understand, my son will be ready for it this year, and it will provide the groundwork for our discussions each week.

Tapestry of Grace student notebooks | dialectic history

Accountability and Thinking Questions. As part of the Tapestry of Grace curriculum for the dialectic level (grades 6-8), each week there are accountability questions that come from the reading and thinking questions that provoke the student to form some opinions and comparisons about what he is learning. (Yes, the answers are provided in the teacher material, so I’m not on my own on this.) This will be our first time to use this consistently, and I’m expecting to do quite a bit of hand-holding as my son gets used to thinking critically in this way. I have provided these questions in his notebook so that he can read over them and know what we will be discussing as he does his reading. This is not pop-quiz. It’s just a step to help him understand how to read for information.

Weekly Overview. This is the same sheet that my daughter has in her notebook, but my son will be using the upper grammar vocabulary while she uses lower grammar. It is the same exercise, looking up the words in the glossary; however, my son is required to write the definitions of words he doesn’t know. The Weekly Overview also includes dates for my son to enter into his timeline. Typically, we do not include all the dates. At this stage, I require a few but allow my son to choose those dates that are significant to him because of his reading and the connections that he is making. 

Glossary. This is the exact same glossary in my daughter’s notebook, and will be used for both dictionary skills practice and vocabulary.

Creating Tapestry of Grace Student Notebooks for Literature

 

Tapestry of Grace student notebooks | literature

Our literature ties in directly to our history studies. These selections are either historical fiction novels that demonstrate the history and culture we are studying, or they are classical selections that were written during this time-period. Our curriculum includes literature study activities for these selections. Activities for sequencing, cause and effect, character analysis, plot study, narration and summary writing, and more are included in their Tapestry of Grace student notebooks for literature.

My daughter has a good blend of lower grammar and upper grammar activities depending on the skill involved. Because of her dyslexia, she will be doing many of these activities orally while I scribe or write down her answers. Though she is capable of making the connections, she needs some coaching with communicating her thoughts.

For my son, there are a few skills he still needs to work on that are covered more thoroughly in the upper grammar materials (cause and effect, character analysis, etc.) The other three-fourths of his notebook include the dialectic level worksheets, with more in-depth studies of plot, characters, and genres. 

I love the fact that I can create these custom Tapestry of Grace student notebooks for my kids that meet their specific needs and still challenge them appropriately. And hopefully, we will not have quite as much paper on the floor throughout the house this year.

Using literature-rich curriculum with dyslexic and ADHD kids

literature-rich curriculum with dyslexia ADHD | Tapestry of Grace with special needs | classical homeschooling with learning struggles

I’ve made a lot of curriculum adjustments over the years, but one constant for us has been Tapestry of Grace, a classical, literature-rich curriculum. I love using a literature-rich curriculum in our homeschool—with busy, loud, active ADHD kids, one of which is also dyslexic! In our classically-inclined, charlotte-mason inspired homeschool, we use tons of books, lots and lots of them. Living books, classics, historical fiction, and engaging nonfiction books line my shelves, spill onto the floor, cover our dining room table, and sit by the door (in hopes that we’ll remember to return them to our library.) 

Using a literature-rich curriculum immerses my kids in a culture of reading. Reading is not a school subject. It’s not a checkbox on their assignment sheet. It’s our lifestyle. We read books together and on our own. We listen to books. We talk about books. We buy books. We borrow books. We make room for more books. Why choose a literature-rich curriculum like Tapestry of Grace for kids who are active and have language-struggles?

Three reasons to choose a literature-rich curriculum:

Exposure

We currently don’t use a “textbook” for any subject. Instead, we learn history, science, literature, etc. from library books, lots of library books. Last year, each of my kids read about 50 books each. We are on par for at least that this year, and that’s just for school; that doesn’t include the “just for fun” books. Using a literature-rich curriculum allows my kids to be constantly exposed to books. They are surrounded by them, and reading is a normal part of life—not just school but life itself.

This constant exposure to language through stories (whether audio books, read-alouds, or books they read themselves) has tremendously helped my daughter especially. She’s a strong, confident reader in spite of her challenges. She knows she doesn’t read as quickly or as easily as others, but she loves stories. And the exposure through so many senses and with so much variety, strengthens her understanding and skill in an otherwise challenging area for her.

So what does this exposure look like practically? I select several books for each kid on our topic that we will be covering for 2-4 weeks. For my oldest, I’ll suggest a couple of titles that I’d like him to read each week, chapter books often taking 2-3 weeks. Then, I’ll “strew” the other books around the house to tempt him to read more on the subject. Because my daughter requires a different approach, I’ve recently just assigned all the books for the term and allowed her to work through them at her own pace. She’s using (and loving) this funschooling journal along with her reading. She gets to creatively draw a picture, write a sentence, or choose some copywork from her book of choice to record in her journal. 

Variety

Honestly, I don’t think my busy rambunctious kids would be readers if we had chosen a traditional curriculum with textbooks and readers. The key to engaging my ADHD kiddos is variety, and Tapestry of Grace provides such fantastic variety. My kids are exposed to classics, biographies, picture books, historical fiction, encyclopedias, and more. Although my kids love books in general, they don’t love every book and are sometimes skeptical of a book I’ve assigned. So, I’ve instituted the “five chapter” rule. For all fiction, they must read at least read five chapters before they can decide whether or not to finish the book. In nearly every case, by the time they got to chapter 5 they were totally engaged. In some cases, the book even turned out to be a favorite. For nonfiction books, I don’t require them to read every word. They read for information, to learn certain facts, or to discover facts that interest them. In both instances, the variety of books means that there are books that appeal to all of my children for one reason or another. It also means that my kids have often discovered they were interested in a book or subject that they didn’t think they’d like.

The variety also allows my kids to connect with the subject matter in their own way, to make their own connections based on what interests them. My daughter connects with art, beauty, nature, and animals of a culture. My son connects with wars and weapons and inventions. They remember different things about the different time periods we are studying together. This has been awesome because as we share as a family what they’ve been reading and learning, we get such a wide spectrum of information.

Shared Experience

Books create memories. My kids have favorites they love to re-read. They have favorites that Daddy alone can read to them. (Babaji is a favorite from when they were very little that they still love to have him read—in character.) They have books that we share together as read-alouds. Books makes those moments special for us. Books bond us together, all snuggled on the couch listening to a story, or side by side each with our own book as we wind down for bedtime. Tapestry of Grace allows for tons of great book selections to always be available at every reading level. I don’t insist that every book be “read.” We have fond memories of listening to Mr. Popper’s Penguins and The Railway Children as audio books. And I don’t insist on reading every read-aloud myself. My kids read-aloud, too. This year, we’ve read selected chapters from the Story of the World and Grandpa’s Box to go along with our ancient history studies. It allows me to give the input and emphasis of our study, to draw out the major themes we are studying, but it also allows them the opportunity to contribute as well.

I have very fond memories of reading aloud with my mom, chapter by chapter through multiple books all the way through college. Even now when we visit each other, we select a book to read aloud together. I love those memories with my mom, and I love those memories with my kids.

There are so many reasons for choosing a literature-rich curriculum, even with a household of ADHD and dyslexia. My kids read upside down on the couch, under tables, outside, in giant refrigerator cardboard boxes with flashlights, or in the most cock-eyed positions. And we still stay very active, with lots of hands-on projects to supplement all that reading. But the constant exposure, variety, and shared experiences from using a literature-rich curriculum have been treasures to my family and to my kids.

How do you know if a literature-rich curriculum is a good fit for you?

  • Don’t let reading or attention struggles rule this out for you.
  • Do consider how committed you are to reading as a lifestyle. If you look at a literature-rich curriculum as simply school assignments to get done in a week, you will probably both hate it.
  • Do consider access to a good library. Honestly, a good one is worth paying for if you aren’t local. A good library allows that maximum exposure and variety without breaking your budget. I could never afford to keep my kids in books without our local library (and that’s where we find our great audiobooks).
  • Don’t assume that a particular learning style will prevent a child from enjoying literature. Instead, use that learning style as a means to enjoy literature.

It would be easy to see all that energy and assume my kids would never sit down long enough to read. But that just hasn’t been true of our family at all. Books are a calming constant. It wouldn’t be home without them.

Want to know more about how we use Tapestry of Grace with ADHD/dyslexia? Check out these posts:

Tapestry of Grace Writing Aids

Celebrating progress with unit parties

When a pinterest-fail is NOT a homeschool-fail

Learning is about discovery, not perfection. | homeschool success | imperfect progress

I love Pinterest for homeschool inspiration. But for all that inspiration, my homeschool isn’t always “pinterest-worthy.” Sometimes our projects are very nearly pinterest-fails. And yet in those moments, I see my kids beam with admiration. They aren’t comparing their creativity to the perfect projects online; they are glorying in their learning success, reveling in the joy of creating something original. So why should I compare our imperfect homeschool progress to someone else’s? Learning is about discovery, not perfection. A pinterest-fail is NOT a homeschool-fail.

Case in point, we’ve tackled clay this year. And my kids have loved it! There is something soothing about wet, squishy clay that even my uber-sensory-sensitive child enjoys. We’ve tackled bas-relief, clay pottery, and sculpture. It’s been so much fun, and my kids will remember this year and our clay adventures for quite awhile, even though much of what they have created would not be necessarily pinterest-worthy. Our pinterest-fail is NOT a homeschool-fail; it’s imperfect homeschool progress.

 

not homeschool-fail | imperfect homeschool progress

My lesson plan was Greek pottery, but my kids had ideas of their own—including sculpting Alexander the Great (and a monkey face but somehow I didn’t end up with a picture of that one, another example of my imperfection for you). And just one week later, my daughter dropped her bowl while painting it, shattering it into pieces. Her presentation to her homeschool friends that week included how she had learned that Greek pottery is fragile.

Our display boards are another pride and joy. They worked hard on those projects and loved every minute of the journey, but few will find those images on Google and stand in awe. That’s okay! Because my purpose was not to impress others with our artistic ability. My purpose was to create lasting memories that fuel their love for learning.

Do you find yourself skipping a project because you know your kids can’t produce what you see on Pinterest or Instagram?

Are you tempted to micromanage the project to make it look better?

Are you embarrassed to share the final result?

Trust me, I’ve been there. But I’ve realized over the years it doesn’t matter; I’ve learned to share our homeschool imperfections proudly. As we cycled through history this year, I listened to my kids share about our first time through ancient history, squeal with delight when they saw favorite stories from five years ago, and recall for each other our first projects and adventures. I loved hearing their memories and realizing, this is why I make the effort at hands-on family learning. Not so that someone will re-pin our Nile River or our bas-relief, but because my kids will remember the year we played with clay and learned all about Greece and Rome. A pinterest-fail is NOT a homeschool-fail. No matter what others may see, we remember a huge homeschool success!