When Curriculum Looks Different

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People often ask what we use for curriculum.

The short answer? We use anything which will help our children learn what it is they are trying to learn. And, if it involves real life, even better.

Sometimes our curriculum looks traditional, like a math textbook.

Other times our curriculum is a stack of Living Books.

A few months ago, my middle schooler initiated a flower bed renovation project. She wanted a flower garden to call her own, a place she could eventually grow cut flowers. A few visits to the clearance section of the local garden shop and she had rescued several very nice—but wilting—flowers (aka curriculum). With a little research in a field guide and a how-to online tutorial (more curriculum), the plants were thriving.

Today we added a few more resources to the curriculum—a collection of solar garden lights. Before placing them in the bed, we experimented with them in a dark room. So fun! The littlest learners were enthralled!

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“Flashlights without batteries!” one shouted.

Curriculum incorporates all that a learner uses to learn the content of a specific subject. Though we are often tempted to stay within the means of what we know or have experienced as curriculum, in real-life the definition of curriculum broadens to include any materials used to foster a student’s understanding.

The possibilities are endless.

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Consider broadening your sense of what curriculum includes. Maybe it’s

When learning is real, relational and intentional it's remembered! 

Every. Moment. Matters.

REAL-LIFE Spelling

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I had a hard time spelling when I was a child. It was hard. Red marks plagued my weekly tests. 

Though I understand the reasoning behind word families and traditional methods--I learned the pedagogy as an educator--I've been reminded that theory and practice are not always instant friends. Like any teaching means or method, nothing works for every child. 

It didn't work for me. It hasn't worked for all my children. 

Several of my children and I learned to spell by seeing correctly spelled words--and using the correctly spelled words in written context--over and over.

In other words,

repetition in real-life context returned the greatest retention. 

Perhaps you have a child who learns best by experiencing the written word in real life, in context in the environment.This post is for YOU! 

Yesterday as I prepared to visit the grocery store, a young learner asked to make my shopping list. I accepted the offer. She made the list and later spelled a few several times in her spelling book. The list provided access and practice to high-frequency (used often), real-life words, words which would be used over and over in her lifetime. The result? Spelling for the day. And, it mattered. 

Learning wasn't just a list, it was life! 

Today my daughter asked for more grocery words. I stopped what I was doing and quickly looked for a grocery ad to help us develop a list of words she thought were important. Her perception of what words mattered or would be helpful to her later in life fueled her desire to learn. Ultimately, she realized the words would one day help her make lists for shopping visits and the correct spelling would be important. She had taken ownership of her learning. 

A desire to help + real-life need = learning with purpose

Grocery words may not interest your child. Instead, words of interest may be might be tied to simple machines, clothing, computers, or art. Start with an interest to discover learning with purpose. 

If food words are of interest to your learner, here's a leveled list we created. 

Grocery spelling for beginning spellers

  • pie
  • tea
  • bag
  • pea
  • ham
  • nuts
  • can
  • corn
  • apple
  • fish
  • leek
  • beef
  • beet
  • salt
  • ice
  • rice
  • pork
  • meat
  • milk
  • beans
  • pita
  • cake
  • roll
  • egg
  • oil
  • dip

Grocery spelling for intermediate spellers

  • blueberry
  • strawberry
  • banana
  • pumpkin
  • ketchup
  • sushi
  • fruit
  • water
  • yogurt
  • celery
  • peanut
  • dairy
  • butter
  • cream
  • juice
  • sauce
  • pasta
  • grain
  • cereal
  • olive
  • carrot
  • apple
  • squash
  • grapes
  • orange
  • juice
  • lemon
  • pepper
  • coffee
  • muffin
  • cookie
  • cheese
  • bacon
  • steak
  • roast
  • mango
  • salad
  • lettuce
  • crackers
  • onion
  • pudding
  • pizza
  • biscuit
  • turkey
  • chicken
  • lentil

Grocery spelling for advanced spellers

  • fillet
  • burrito
  • lasagna
  • mushroom
  • cucumber
  • pierogi
  • detergent
  • charcoal
  • sandwich
  • pastry
  • salami
  • cheesecake
  • mozzarella
  • grapefruit
  • asparagus
  • raspberry, raspberries
  • avocado
  • pineapple
  • potato, potatoes
  • tomato, potatoes
  • broccoli
  • sausage
  • salmon
  • tilapia
  • shrimp
  • tenderloin
  • margarine
  • edamame
  • vegetables
  • batteries
  • sirloin
  • bakery
  • expresso
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Extended Learning

  • Use a weekly grocery ad to make a list of foods needed for three meals a day, for seven days. 
  • Write words on index cards. Choose ten of greatest interest and copy those on a white or chalkboard, twice a day. Younger learners may enjoy writing the words with chalk on the driveway or with a finger in a sand tray. 
  • Make a word search. There are word search generators online. 
  • Play grocery Scrabble. Only food or grocery words are eligible for play and the weekly grocery ad may be used during play. 
  • Take a behind the scenes tour of your local grocery store. 
  • Take a factory tour of a milk product processing plant near you. Our local grocery store has a processing plant an hour and a half from our home. It is amazing! 
  • Visit a U-Pick farm. 

Read Grocery-Related Picture and Non-Fiction Books

Hearing grocery-related words spoken and used in context--builds knowledge of vocabulary and sentence structure as well as provides a means by which math, science, and history content can be gained in a relaxed setting. Hearing content in context often keeps curiosity engaged and wonder active. 

  • Milk: From Cow to Carton, Aliki
  • From Milk to Cheese, Roberta Basel
  • From Tomato to Ketchup, Roberta Basel
  • Eating the Alphabet, Lois Ehlert
  • Growing Vegetable Soup, Lois Ehlert
  • The Fruits We Eat, Gail Gibbons
  • The Milk Makers, Gail Gibbons
  • The Vegetables We Eat, Gail Gibbons
  • From Seed to Plant, Gail Gibbons
  • Bread and Jam for Frances, Russell Hoban
  • Blueberries for Sal, Robert McCloskey
  • The Vegetable Alphabet Book, Jerry Pallotta 
  • Tops and Bottoms, Janet Stevens

If the interest in everyday food words grows to an interest in farming, check out this post on our favorite farm books

Spelling can be real, relational, and intentional.

It matters! 

Most Popular Posts of 2016

2016 is marked as significant.

Why? Because every moment of our days mattered--the triumphs and the trials. We lived and learned together being intentional about using what was real and relational--from cradle to shingle--toddler to adult. Thank you for walking that journey alongside us! We are grateful for you, our readers! 

As a recap of our year together, I compiled our top 15 posts of 2016. ENJOY! 

 

The Many Possibilities of High School Success

Just as there are many potential pathways to successfully completing high school--the end result of helping a young adult develop his or her divinely-created strengths and giftings--there are also many different avenues to the young adult's future; the years beyond the turning of the tassel.

If you enjoyed this post, you might also be encouraged by Real-Life for High School Credit: Care and Concerns for the Elderly.


Preschooling, Naturally

Preschool is foundational for life and learning. In fact, it is during the preschool years that little learners master foundational skills which serve as a base for later learning. More importantly, attitudes and temperaments toward learning are set during the preschool and early elementary years.

If you enjoyed this post, you might also be encouraged by "Let Me Do It!" Helping Little Learners Become Independent


5 Comments I Don't Regret

Words are remembered, taken with us through our days. This is true for us and it is true for our children and young adults.

If you found this post helpful, you might also enjoy Legacy: Learning Alongside


The Possibilities of Elective Credits - Part II

When I wrote the first edition (who remembers that first spiral-bound resource?) Celebrate High School I included a sample list of potential course titles--both core and elective. When I published my extensive revision in 2015, I expanded my list based on our experience and the experience of those with whom we work.

If the information in this post was helpful, you might want to continue on and read Part III.


32 Ways to Learn from Real and Relational 

Some of my children love making lapbooks, others prefer unit studies. Still others learn best when we incorporate field trips into our days. And, our middle and high school young adults? They have learned at co-ops, through online courses, and with personal independent study. 

If you are being intentional about keeping learning real and relational, you might also be encouraged by the practical life lessons (and history!) in this post-- Living History: 30 Questions that Bring History to Life


8 Skills Children Practice in Puddles

There was much to learn in the puddles. Each learner carried a small fish net, sand bucket or shovel. They were off on an adventure.

Rainy days are natural wonders which intrique little learners. If rain is falling at your house and you are waiting for a safe pause in weather, try this indoor art activity--Torn Paper Rainbows


Grades...In High School

"How do I give grades in high school?"

If designing a transcript is your next step, this post may be helpful--Transcript Matters


Using 4-H for High School Course Content

"Our high school learner is very active in 4-H. Can we use any of what the student is doing toward high school credit?" 

If you have middle school learners and are wondering how you can help them manage time, organize belongings, and pursue interests, this post--Magnificent, Make-A-Difference Middle School--might be helpful. 


Preschooling, Intentionally

Learning is the natural outcome of everyday living, especially for little learners. With a few intentional questions here and a purposeful explanation there, preschoolers can learn naturally from walking alongside older siblings and significant adults. Through everyday experiences, preschoolers gain a jump start to mastering foundational cognitive, social, emotional, physical, and spiritual life skills.  By the time the young learner blows out six candles on the birthday cake, significant progress toward mastery of foundational skills has likely been made.

If you are seeking ways to help your little learners do what they can, 3 Things They Can DO on Their Own, might be helpful. 


Living Books and Independent Studies

An interest evolved into an independent study, a year-long learning adventure. 

Science--especially animal science--is particularly interesting to little learners. If you have little learners with a zest for all things living, check out the book list in Vintage Science Readers for the WIN! 


Nature Adventures Made EASY- A Glimpse into Part of Our Day

Ten minutes later, peering out the bedroom window to check on the adventure, my heart smiled--three little learners discovering, wondering together. Co-laboring in learning. 

Looking for a way to learn math outdoors, in nature, where children crave? Check out Math Adventures!


Using Living Books in High School for Credit

We have used several approaches to formulating classes based on strengths, interests and the future plans of the young adult.

Interested in earning credit for writing college essays? This post--High School Made Simple: College Essays for Credit--might offer some insight. 


SIMPLE Prepositions for Little Learners

Keeping early learning active and fun!

Picture books can encourage learning. Read Aloud to Foster Counting Skills lists some of our favorite math picture books. 


Intentional Cursive Handwriting

Oh yes, there is good reason to teach cursive, teaching correct strokes and rotations. Proper letter formation does make composition easier. However, once initial instruction is complete and letters are formed properly, practice begins. Practice.

Interested in hands-on, real-life, spelling activities? This post--What About Spelling?--has lots of practical ideas. 


Helping Learners Foster Strengths and Interests

A trip to the electronics store. I was hoping to go alone. You know, time to enjoy quiet; time to think without questions. After all, it is ONLY the electronics store. 

If this post made you curious about interest-based learning, The Benefits of Interests: Motivating Learners, may answer a few more questions. 

Want to know more about how your days can be intentional, real, and relational? Click below to sign up for the Celebrate Simple Newsletter. 

What About Spelling?

As we sat around the evaluation table with homeschooling families this summer, great questions surfaced.

"What about spelling?"

A common question with several potential right answers dependent upon educational philosophy, age, ability, and learning style.

In other words, as evaluators, we have seen many methods and curricula produce excellent spellers.

There is no right answer to this question. 

There are options.

  • Purchase a traditional, grade-leveled spelling curriculum. This is the first answer which comes to mind for most parents. Easy-peasy. Buy the curriculum. Done. Works well for some children and parents, alike.
  • Choose high-interest or frequently used words. This method takes a bit more work, but is pleasantly effective. It works well for active, hands-on learners as well as learners with interests which saturate their days (like the fisherman who sees a need to spell the words bait, tackle, license, trout, shrimp, brackish, hook, sinker, shore, catch, freshwater, captain, salmon, carp, permit, marsh, or wade).  Words of interest often return the greatest reward because there is a motivation to spelling--an email to Grandma, a note to the bait-n-tackle owner, a request to write an article for publication. 
  • Use objects of interest. Another wonderful option for hands-on, engrossed-in-an-interest learner. Using Dolch words, commonly misspelled words, or interest-based words, learners can use objects (think acorns, Matchbox cars, cereal and sand boxes) to spell. Stickers and foam letters make great teaching tools as well. 

Sometimes we have used objects of interest to learn spelling. One of our most unusual items have been acorns and cerealStickers and foam letters make great teaching tools as well.

 

  • Play a game. My children enjoy engaging games. Games add spark to learning. When there is a less-than-favorite subject to learn--spelling is one in our house--I pull out Scrabble or Banana Grams. Making games can be fun, too!

  • Compile a "I want to learn these!" list. Where there is intrinsic motivation, retention is not far behind. Whether learning a new skill or reading a book with intriguing vocabulary there are likely words the child wants to know. Use the words of interest to compile a "I want to learn these!" list, place it in a notebook, and whittle away at it each week.

Though cliche, it is often true of learning

variety is the spice of life.  

The truth is, classroom and home educators have used a combination of the above possibilities and been highly successful at teaching children this often dreaded and difficult skill: SPELLING. 

There is not a tried-and-true method. Each child receives, stores, and retrieves information differently, especially with spelling.

Hence a individualized path is often necessary for the greatest retention.

And often, spelling which is intentional, real and relational is remembered.

Make. Every. Moment. Matter.

 

SIMPLE Prepositions for Little Learners

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"Mom, what is a preposition?"

A great question to start the day. Impromptu language arts lesson.

Curious minds are ripe for learning!

A preposition is a word that connects or shows the relationship between two nouns or a noun and pronoun. Prepositions are always with an object or person.

We reviewed nouns and pronouns. Then, I gave examples of each and used them in a sentence.

Together, my little learners and I looked around the room and chose two nouns for our preposition play, mice and cars.

Paper mice were made from 3x5 cards, each child coloring a mouse family. I found some Duplo cars from our collection of blocks.

Once all the mice were colored and decorated, tails in place, our preposition discovery began.

For our play we would act out sentences, stating the relationship between the mice and the cars. I demonstrated by placing the mice on the cars while stating,"The mice are on the cars." I wrote "on" on a 3x5 card and placed it near the cars.

Then, I asked each of the child to place their mice in some relation to the cars, stating the position in relation to one another.

The mice are under the cars.

The mice are on the cars.

The mice are aside of the cars.

The mice are behind the cars.

As the children placed the mice and verbally expressed their position, I wrote the preposition on a card. Before long we had a handful of preposition cards. By the end of a few hours, we used our creative thinking, worked on spatial relationships, applied artistic uniqueness, and UNDERSTOOD prepositions and how to use them in sentences.

Int he end, we also had a handful of spelling cards to use for other lessons.

Learning started with a question.

"Mom, what is a preposition?"

SIMPLE.

Click to download your FREE PDF printable!

Sticker Spelling

Our youngest, a budding emergent reader, beginning speller happened upon large sheets of 2-inch peel-off, brightly-colored sticky letters.

A gold mine!

Within 40 minutes she had completed the equivalent of a month's worth of spelling lessons, without tears, without coercion. Best of all, she remembered the words she spelled, days later. A win-win-win situation.

Learning, fun, retention.

That is what I call a productive day!

Spelling Cereal

Two weeks after an incredible "buy one get one free" cereal sale and an impromptu breakfast spelling lesson, Dad was home, watching the young ones while I met a friend for coffee. 

Dad asked the little learners,

"What would you like for breakfast?" 

The four year old promptly answered, 

"Dad, could I have some of that spelling cereal?"

Dad wasn't quite sure whether spelling cereal was a breakfast choice or one of our educational games. 

Upon further questioning, the four year old commanded,

"Dad, just open the pantry."

He did and quickly found out that spelling cereal was indeed a breakfast choice. It was letter-shaped cereal we had used for spelling a few days prior.

When I arrived home, my husband quipped,

"Will you quit having so much fun with the kids!"

I snickered.

It was real and it was relational. It was remembered.