Notebooking Archives - Growing In Grace

Preparing Tapestry: our Fourth Year

August 24, 2015Tracy

We are headed into our fourth year of our Tapestry of Grace curriculum, which means we will have completed the cycle at the end of this year. (It also means this is my last year of all grammar level.) Last year, I felt like we really made Tapestry our own and found our rhythm, our stride. It felt good, like a fitted glove. Of course, when you end a year like that, it makes planning the next year exciting. I love the aspect of homeschooling where I trouble-shoot and research and find our answers, but the Lord knew I would be doing that in several other areas of our life; so homeschooling was off the hook. No massive revamping this year. With that said, preparing Tapestry for this year went really smoothly.

In summary, I love manilla folders. I keep 36 folders for our weekly “must-do” assignments like language and math and Latin. Then I keep a second set of folders for Tapestry that are labeled by Term (we do three 12 week terms) and by topic (I don’t cover everything; instead, I select the events and topics that will best suit my learners). All of our reading lists, media lists, and project papers are printed off and filed in these topic folders.

So here’s what it looks like. At the beginning of a week, I pull out two folders: the week we are in and the topic we are studying. Within the weekly folder, I pull out assignment pages and file into the kids’ daily pockets inside their binders (we use case-it binders with the accordion file inside). Within the topic folder, I look at my list all of the books and projects assigned for that topic and the number of weeks that I’ve guessed it will take us to complete (i.e. Titanic, 2 weeks). I then allocate those assignments that will fit with our week’s schedule. Last year, this method cut my weekly prep to about 30 to 45 minutes total! Both kids filed and ready to go in around a half hour. It was beautiful.

Reading Lists

Tapestry’s reading lists are copyrighted, so I can’t share the specific book titles that we are using. However, I will list a couple of other resources I use to compare and substitute book titles. SimplyCharlotteMason.com has a book finder feature that I love. Just type in the event or person you are studying, the reading level of your students, and a great list of engaging living books is listed for you. My second resource is my local library online catalogue search feature. Again, I type in the event or person, narrow it to children’s resources, and voila! I love my local library. It has an enormous selection.

I also use SimplyCharlotteMason’s Story of America and Story of the Nations ebooks as my core. These are not Tapestry titles, but the table of contents make it very easy to assign chapters that fit what we are covering. And the books are very engaging. We love them.

I select my favorites. Depending on how long we intend to study a topic, for each week I will select one to two read-aloud titles, one to two independent reading titles per child (depending on the length of the book), and the rest will be assigned merely as reference, as in “let’s look at more pictures.”

Media List

I love audios. Awhile back I scored Diana Waring’s history audio from Answers in Genesis‘ history program. We love listening to these on the way back and forth to karate and co-op. So, on the days we don’t get to our reading, we are still getting to our history. And this is another very engaging resource.

Netflix is also a resource where I search for related films to what we are studying. We don’t always get to this, but it is great for those off-days or sick days to already have this list compiled.

Projects

Homeschool in the Woods is not a Tapestry resource either, but we LOVE these projects. I use the Time Traveler activities. We make notebooking pages using both the notebooking and lapbooking project ideas. Especially since my kids are finally old enough to do their own cutting and pasting, these have been really fun activities to assign. They work on these while I read-aloud. It keeps their fingers busy but doesn’t distract them from the reading.

I generally choose the projects that fit what we are studying, our time-frame, and my kids’ interests. I spend one long afternoon printing all of my chosen activities and filing into my topic folders. This saves me so much time during the school year.

I also have the Draw Through History titles. My son loves to draw; my daughter loves to trace. And it gives them some ideas for drawing and enhancing their notebook with images of what we are studying.

Our Rhythm

I mentioned that I note about how many weeks I think a topic will take us. Last year, this was very fluid. We moved on when our books were read and our projects were done. And I found that in the end, things balanced out. Some topics took longer than I estimated, and some topics didn’t take as long. If we read everything in a week, we moved on. If it took us five weeks, because of interest or illness, we took our time and enjoyed it all. Sometimes, it was just a dud, and rather than struggle through 3 more weeks of something we were not enjoying, we covered the basics and moved on.

I’m also sensitive to my kids’ reading interests. There were some books that my son just hated, and while I realize that not all learning can be interest-driven, I think at the younger levels, reading should be. Occasionally, I’d make a call that he just needed to get through a book. But if I made that call, I ensured that I had a very tantalizing book as a reward when he finished. There were books we didn’t read cover-to-cover. (Pause for you to gasp in horror.) We survived, and were no worse for that decision.

In spite of all that flexibility, I was amazed by how much my kids retained and learned. A little went a really long way.

What about discipline and teaching kids to push through the difficult stuff? I split my subjects into two categories: our discipline subjects like math, grammar, spelling; and our inspiration subjects like history, science, and reading. This helped me define my objectives. My discipline subjects were challenging but in short spurts (no more than 15-20 min. per lesson/subject). My inspiration subjects were kept inspiring and interesting and often took closer to an hour or hour and a half (hands-on projects take awhile). But again, I watched my kiddos. If they were engaged, we took our time. If their eyes were glossing over, it was time for lunch.

Want to know more specifics? I’ve listed our specific curriculum choices here. Feel free to browse those links. Not sure what your homeschool style is? Be encouraged with my post about losing the labels.

I’m looking forward to another really great homeschool adventure, and I hope you tag along on our journey.

Notebooking the Lapbook Way

December 4, 2013Tracy

We’re doing a lot of notebooking this year. I love so much about lapbooking, but in the end, the space it takes was a real deal-killer this year. I am all about concise, confined homeschool. Besides, there’s the fact that my kids still pull out their notebooks from 2 years ago to show people, while the lapbooks stay untouched on the shelf. So, back to notebooking it is.

But I am trying to keep the spirit of lapbooking in mind. We are using, in a sense, a notebooking-hybrid.

Our notebooking pages this year are filled with pockets and mini-books, flaps and folds.

Some of our creativity is out of the pure of joy of creating, while some of it is born of necessity. For instance, our Story of the World activities include a lot of puppets and finger puppets. The kids love these and always opt to do the puppet-project if there is one. Storing all of those pieces takes a little creativity.

A super fun and effective way to “notebook” our finger puppets is to trace the kids hands, have them decorate their hand, then I cut the “finger” lines with an exacto, and we slip the puppets over the paper fingers. Too cute!

For us, it makes our memories easier to take with us and easier to share with others. (Plus, it helps me keep all the parts and pieces in one place.)

Note: Many of our lapbooking/notebooking elements are courtesy of the free downloads from Dynamic2Moms website. Check out their vast collection of resources for history.

Notebooking Suffixes

April 3, 2013Tracy

I scoured the internet looking for notebooking pages to help Oldest with adding suffixes to root words. In the end, it probably would have been faster to just make my own, especially since that’s what I ended up having to do anyway.

We’ve been learning how to add suffixes to root words, which has not come easily for Oldest. And though this helped to enforce his lesson, we’re far from finished learning this.

Click on the image to download the printable.

After cutting out our mini-books to go on our notebooking page, I worked with him to make new words from the word bank that followed the rules on his mini-books. He added those example words to the inside of the mini-books. Then, he had fun glueing his mini-books to the page.

It was nice to get away from the work sheets for a little while and review this a little differently.

What other fun ideas do you have for teaching this concept?

Notebooking Egypt

October 31, 2012Tracy

Last year was our first year to delve into notebooking with our geography study. But this year, I feel like I’m really embracing the process—adding more lapbooking elements, letting the kids create, and weaning ourselves from pre-made pages.

The result has been beautiful, in every sense. My son has really taken ownership of the process, letting me know what he’d like to do. I still have narration elements for some of the more complicated ideas that I want him to remember. But overall, he learns, he creates, he remembers.

Two of my favorites lately have been his Pharaoh page, which he completed shortly after our double-crown craft, and “The 10 Plagues” that included a flip book he colored and cut out (totally his idea, I just folded the paper to help him cut it out evenly).

And I will add that I am now a huge fan of colored paper for notebooking.

Notebooking Fine Art

July 17, 2012Tracy2 Comments

I’ve been adding some lapbooking elements to our notebooking pages. It was exciting to see how much it spiced up just a plain piece of cardstock.

The main elements are from Confessions of a Homeschooler’s artist study, but I also added my own element from Homeschool Share’s free editable lapbooking templates (subscribe to their blog and get the templates for FREE!). I’ve mentioned how much I liked the “how to spot” information in the book Monet and the Impressionists for kids. So, I took the information from “how to spot a Monet” and “how to spot a Renoir” and typed it into this lapbooking template.

Oldest helped cut, Middlest helped paste, and they both had a blast working the artist puzzles.

I was thrilled to see how much my son remembered from last year’s Van Gogh study, even remembering the names to some of the art pieces, like the Potato Eaters. They especially enjoyed that piece, and I think both of them will forever remember Van Gogh and his “potato eaters.” For one, it’s such a great piece of art to bring up at the dinner table when someone complains about eating potatoes.

Testing the Waters

May 30, 2012Tracy

I have a confession to make: nature study absolutely terrifies me. I love the idea of having my children explore the outdoors and learn about science as they observe and ask questions. But truthfully, it also makes me a little uncomfortable because I often don’t know the answers.

Last summer, our nature study consisted of using our senses. I was okay with that. All I was really doing was moderating their experiences of taste, touch, sight, sound, and smell. But this summer, as we tip-toe toward REAL nature study, I feel a little hesitant. So as I relate our summer to all of you, I’ll really be sharing how I am overcoming my nature study insecurities. Hopefully, some of you will chime in with your own experiences and cheer me on a little.

(That was my disclaimer. Now for your first installment of my rather insecure start to this summer’s nature study.)

The other day, my oldest asked me if he could do a craft outside. Inside, I panicked. I saw scissors on my sidewalk, melted crayons in the grass, and tiny bits of paper floating on the breeze. Then, I snapped out of my nightmare and offered my son a more mom-friendly alternative: nature study. I pulled out his nature journal from last year and his box of colored pencils. He happily trotted off to sketch the great outdoors. He came back in a few minutes later with this.

This, folks, is a picture of a mushroom; and, of course, he wanted to know the name of this creation so that he could write it in his journal. I could feel the anxiety surfacing, but instead, I led him to the computer where I typed into google the name of our state and the word “mushrooms.” A university website came up in the search, and we scrolled down through the photos until we found the one that matched his picture: purple-spored puffball.

He copied the name onto his page and went back outside. A few minutes later, he dashed back inside with a new sketch and a new question. Once again, we headed to the internet and discovered the white clover flower. (Sad, friends, isn’t it? that I didn’t know the name of that flower without the aid of the internet? I am ashamed. But I’m hoping my honest confession will inspire someone else who feels totally inadequate when it comes to nature study.)

My first day of nature study, and it was all that I feared it would be: lots of questions that I didn’t have answers for. But I realized that through my ignorance, I’m teaching my children a lesson even more valuable than mushroom and flower identification. I’m showing them how to learn and how to find the answers they are seeking. And, Praise the Lord! Google is coming through for me.

Learning in the Moment

April 25, 2012Tracy3 Comments

One of my goals for this summer is to embrace learning in the moment, particularly with nature study; and I had my first opportunity to do that the other morning during our school time.

We’ve been doing a lot of our school out of the school room lately—at the kitchen table, in the living room, on the couch—since I’m usually feeding the baby and since it’s so much more comfortable to do that on the couch than in the school room.

My oldest was at the table completing a worksheet, the little one was doing her Reading Eggs lesson, and the baby was getting his fill when a couple of birds flew back and forth across our porch several times. The kids immediately ran to the window to watch them, and fortunately, the lively pair paused for a breather right in front of the window. We studied them quickly. I pointed out the coloring of the birds and the unique forked tail. Then, they flew off once again.

Of course, the kids wanted to know what kind of bird they were, so I opened up my laptop. It was my first time to try to identify a bird using the internet, but I knew that it was bound to be possible. I googled birds in our state and found a site that provided pictures of a number of birds that could be found in our area. We talked through several similar birds until we found one that matched our porch friends—barn swallows.

Next, I visited AllAboutBirds.org and looked up barn swallow. We read about the bird and listened to it’s call. Then, I printed off some notebooking pages (that I’d actually just downloaded that morning). The kids were thrilled, and I felt exuberant. Not only was it the perfect opportunity to instill the wonder of God’s creation, but it was an opportunity to embrace learning that wasn’t on the lesson plan.