Getting Organized with Workboxes!

It's been a week since we started using Sue Patrick's Workbox System, and I thought I'd post some pictures!

She strongly advocates using shoe-box style bins, but we didn't have the space for that, so here's what I opted for instead:

That's in our kitchen! The tower drawers can be easily added to, another plus for me! We have 8 right now, but I think we really need 10-12 to be able to break things down sufficiently, yet still throw in some fun stuff :-). (After all, the fun stuff is what motivates!)

Here's a close-up of the drawers fully loaded and ready to go:

I debated whether to go with the velcro numbers--I was afraid my 12-yo might think they were a little childish. But, since the drawers are not easily-removable like bins would be, and the visual of seeing that work is getting done and being able to tell at a glance where you are & how much is left is an important part of the system. I had to at least try! So I was VERY careful in how I introduced the concept to him. I said, "Wouldn't it be nice if you could just look at the drawers and know without opening a bunch of them where you were working and how much you had left to do?" (Gee, Wally, that sure would be swell!) Well, he was sold then!

Here are the drawers in action:

So here's what they do--As they complete each drawer, they have to turn in any written work to a box on the kitchen table, and return any books or supplies (like their Bible or a reader, or their personal whiteboard markers & erasers for AAS!) to the drawer it came out of. THEN...and ONLY THEN, is that drawer finished. That's when they can remove the numbered velcro sticker and put it on their progress chart for the day--here's Zach's chart in progress:

The charts stay on top of the carts, which conveniently are a divided tray that fit their pencil boxes too.

I chose to put a few extra velcro stickers in 2 of the little boxes. We have stickers for:

Clean room/make bed (they do this before breakfast)
Music Practice
Exercise
Family Service (assigned chores they do each day).

Here are Anna's stickers:

We've had a schedule for years, so this really hasn't enabled us to get more done in less time like it might for some. But I started it because we had occasional missing books, and because the kids would forget to turn in work sometimes (and I would forget to tell them, or I would forget to correct work that day...). So I really like this system for the accountability and organization it's given us, and I'm hoping it will be a good, long-term solution.

All done for the day!

Growing up...

Anna is finishing AAS Level 2 tomorrow. I'm feeling kind of nostalgic--she seems so old since her birthday last month, she's letting her bangs grow out now, and I wonder how much longer she'll be my "little girl." She's only 10, and yet the days seem to be slipping away. I want to treasure each one of them! Not so long ago, she was my "Raggedy Anna!"

With the dolls and clothes my grandma made!

Now she says she's too old for coloring books (and she could probably SPELL coloring books, LOL!).

Sigh...

Congratulations, Anna!

Mom :-)

A Spelling Emergency!

My son (who is in 6th grade) has come so far since starting All About Spelling! Just a year ago he was having trouble keeping the word "from" straight in his mind--he would often reverse the o and r, and write "form" by mistake. Now, only 2 days ago he was writing sentences in Sunday school, and he spelled "emergency" correctly! He was as surprised as I was, and so happy when I praised him. We started AAS in May of 2008, and he's now in book 3. We're both so pleased with the progress he's made.

Edited to add:  Not long after this, he won the "most improved speller" award at our homeschool spelling bee!  

All About Spelling Review Update

My kids still enjoy All About Spelling, and their writing has improved so much. They can spell more words and if they do make a mistake, usually the mistake makes phonetic sense--no more simply "decorating with vowels" or adding extra letters because the word might need more!

They have a lot more confidence now and both have told me that reading is more fun too. I think AAS has helped with word-attack skills for bigger words, as well as helping with their speed. Zach actually read a huge Indiana Jones novel (with all four books in it). Back in September he told me that the first chapter in one of the books didn't make sense and didn't belong. After discussing how that couldn't be true, he put the book up for awhile and re-read it in November--and told me that now he could read it all and that it DID make sense! Zach is now in Level 3, and Anna is nearing the end of Level 2. Click to see my original review.

Winter, 2012: Hard to believe my kids are in Levels 5 and 6 now! My oldest is in 9th grade and has decided that writing isn't so hard any more. He spells words like "experience" correctly in his rough drafts and doesn't have many words to correct as he revises. He continues to say, "All About Spelling is the only spelling that worked for me." My 7th grader has started taking notes for science and history so that she'll learn more--100% HER idea! And sometimes she writes for fun as well. I feel like AAS has freed them to be able to write by making spelling easier, and through the dictation and Writing Station exercises.

Spelling Progress! All About Spelling Review

I have to share about a favorite curriculum!

We've tried several spelling programs here (including making up my own, which I found to be a very involved task!). But never found one we really loved or that "worked" for us. Then last Spring I stumbled across All About Spelling; it was everything I had wanted to create on my own and more.

My son (11) says that it's the most effective curriculum we've used. "It starts out basic and really makes you think about how words are spelled. Then it helps you to know how to spell tricky words. I like writing the words on the white board. It's fun because I like to see what I know and I like the trivia questions! (review cards). I like the time that I get to spend with Mom."

(No, I didn't pay him to say that last part, isn't he sweet?!) I agree that it's effective; every week I am noticing more words that my kids are spelling correctly in their writing that they didn't know how to spell before.

So, here is my All About Spelling review:

The things I like:

The letter tiles--these are similar to what we used in Reading Reflex, only these are laminated and color-coordinated. We use the magnets too and put them on a magnetic white board--this makes the program so user-friendly!



Not sure if you can read what Zach spelled on the board: I'm done with my book! We were both so proud!

The book is open and go, the lessons are all laid out. We work for about 15 minutes & then pick up there again the next day. I spent one day getting ready to teach it by punching out the perforated cards & just glancing at the book. Otherwise there is really no prep time.

Each new step begins with reviewing rules and words that still need reinforcing, then learning some new concepts and building words with the tiles. Later the kids can write words on a white board or on paper (or they can use more tactile methods). I really like that there are phrases and dictation sentences to write too--so the kids don't just memorize a list and then forget it, they have to think how to write words in a sentence. I think this is one reason that what my kids are learning is "sticking."

We can go as quickly or as slowly as we need to through each lesson, so my kids learn at their own pace. Some lessons (called "steps") have taken us 2 days, some have taken a week or so.


Here's Anna after finishing another lesson, with her progress chart. Obviously she loves "sticker day," LOL!

Review is built in so it won't be forgotten, and my kids retain what they are learning. It's completely customizeable--the rules and words are on cards that you keep in a card file, and when your kids have them mastered, you move the cards out of the review section.


Zach and his progress chart, done with Level 2!

It's based on the Orton Gillingham phonics research, and it only teaches rules that really hold true (no rules like "when two vowels go walking, the first one does the talking," which is only true about 40% of the time.) AAS also used the same research that another favorite book of mine--The ABC's and All Their Tricks--used.

It uses visual, auditory, and kinesthetic processes. Works for kids with dyslexia, auditory processing struggles (which we have dealt with) and other issues too.

AAS has a money back guarantee (that tipped the scales for me to try it! And they take paypal too, another plus).

There is a great Resource Center on the site with articles and videos for further help.

There is a jail for words that don't follow the rules!

We added magnets to the "jail" so we could put that on our board too! BTW, the board is 2' X 3' if you're wondering--the angle of this picture may make it look bigger.

AAS is easy to use and to understand. I only wish I had found it several years ago! I really can't think of much I'd change about it, and the company offers lifetime support. It might not be the program for everyone, but if you're looking for a better spelling program, check it out. I decided to become an affiliate because it's helped us so much. If I can answer any questions I'd be glad to.

UPDATE: After answering questions online for awhile, the author asked me to join her Customer Service team in October of 2008. So if you email the company, you'll very likely hear from me!

God bless, Merry :-)

P.S. Click to see my review update here.

Looking to the New Year always makes me pause and reflect.

We have a beautiful park in our town and this past year they did a major overhaul on the parking areas & roads, put in a memorial garden... I can't get used to it. I drove through the winding roads one night this fall, and came again to the sign that says the exit is the opposite direction from where we used to go, even though the exit is exactly where it was before. I always think, how can this sign be correct? How can I turn right here, and finally end up left? How can this road possibly take me out of the park?

I drove that long, dark, counter-intuitive, winding road and thought, this is our life. Long, dark, going the wrong way and yet God says it will be the right way...and I don't understand it. I want the whole map--but God gives me the headlights on my path in Jesus, who is the Way. And He says that is enough.

Hosea 6:3 "So let us know, let us press on to know the LORD. His going forth is as certain as the dawn; and He will come to us like the rain, like the spring rain watering the earth."(NAS)

There are few certainties in life. This coming year let us press on to know the Lord!

In Christ, Merry :-)

Get it in Writing!

The kids and I have started interactive journalling. I tried a few years ago, but they really didn't have the writing skills or the interest yet to keep it up. This fall when my mom offered to buy a couple of books for us, I remembered this idea, and decided to pick up a journal for each of the kids. We're having so much fun!

A lot of the notes are "I love you, Mom!" but we also draw pictures to each other or say something funny, and I'm able to share things they do that bless me or make me proud of them. They love to read what I've written to them and respond back. Kids need lots of encouragement, and this is a great way to give them some.

Another benefit is that they are much more willing to write. Today when I was working on our Language Arts (changing passive verb sentences into ones with active verbs), I noticed Zac wasn't responding to my question--and he told me he was going to write it first and then tell me! This is my child who has been allergic to writing!

Now, I am a little sneaky, I admit, because we're secretly working on spelling too. I don't correct their spelling, but I notice words they misspell, and I try to use the words in my response, with the correct spelling of course. I've seen them start to spell several common words correctly through this. Gotta love those side benefits!

A great resource for encouraging all kinds of journalling is The Gift of Family Writing. Another favorite resource for encouraging writing in general, whether you homeschool or want to help your kids afterschool, is The Writer's Jungle.

Dave likes to write notes for the kids & hide them in their pants pockets for them to find, and they love this too. What things do you do to encourage your kids through writing?

Merry :-)

My Children Decorated the Tree...

One of them literally! (See the one-of-a-kind Anna-ornament, just above the Christmas bears). And there's a glimpse of Zac to the side, who finds the tree so bright he has to wear shades :).

Please also note the joint-effort creation of the now infamous star, which they decided should NOT be shiny, but white. They split up the work quite equitably--Zac finessed his way into "designing" the star by telling Anna she should do the decorating, since she's "so good at that." He'll make a fine delegator one day!

As for the rejected angel...when she was unpacked, Anna said maybe they should put her up next year--kids! Ah well, it's a tree with character...especially since I think the 2nd row and 3rd row of branches from the top got reversed, giving the tree that "trimmer" (pun intended!) waist many of us have on our Christmas wishlists!

This year the baby Jesus in swaddling clothing will also grace our tree--he rests inside the jeweled halo now surrounding Anna, when he's not being called "Katie" and riding on Anna's hip.

All was done while playing vintage 1960's Christmas carols on an actual record-player. (They sounded better once I changed the button from 45 to 33!).

Happy Holiday Preparations to you! Merry :-)

Why Are You Making Us Do This?

Last night we finished reading Johnny Tremain (don't worry, no spoilers!). The ending was appropriate...but not satisfying to my kids. "It can't end there!" "Is there a Johnny Tremain Two?" I often hear this at the end of books. Ending a book is like saying goodbye to your friends.

So today I decided to depart from our usual language arts, and told the kids to get paper and pencil. "Did we do something wrong? Why are you making us do this?" Hm, not the response I want for a writing assignment! True, I did recently make them copy I Corinthians 13:4-7 (the Love is patient...verses--very worthwhile!). Suddenly that translates into torture?

"No. You're going to write for 20 minutes, What happened next in Johnny Tremain?" After a few, "I can't do that!" and, "We'll die!" type responses (that's right, homeschool mom's sinister plan...death by writing!), they got excited about the idea and started writing.

Zac, the resident statistician, set his watch timer for the promised 20 minute maximum. The alarm went off to wails of, "I'm not done yet!" and "I think I need another piece of paper." Say WHAT? Ah, music to this mother's ears after years of wondering if they would ever enjoy writing! We focused more on copywork and dictation this year, and it has really increased their confidence.

They each took another 20 minutes to finish, and then we sat at the table and drank hot cocoa while they read their stories out loud. Zac even used a metaphor! Very cool. Persevere, my friends!

Merry :-)

Whose plan was this, anyway?

You know, I just wanted to get up and get school done today. We have an appointment at 2, and then AWANA tonight--we can't start late today. Can't things run like clockwork just because I want it?! (Ironically, when we DID finally get to school, we read Can't You Make Them Behave, King George, about George the Third and his trouble with America. He couldn't make the Americans fit into his neat and orderly plan either!)

So what was it that landed my daughter in tears (leading to lesson # 47 on women for my son--"was it something I said?" "No dear, sometimes girls are going to cry and you can't do anything about it, just make sure your words and actions are kind." This wasn't in MY curriculum today! But an important life lesson, I suppose, worth the digression).

The issue at hand? The top of our Christmas Tree. The one waiting in the closet to be put up. (The kids want it up yesterday, I want the leaves raked & some things done around the house first...) Since about September, Anna has been drawing stars in the margins of her math papers. Nighttime stars, Christmas trees with stars... "Stars, yay! Angels boo." It's not that she doesn't like angels--she just wants a star on the top of the Christmas tree.

I can relate. I grew up with a star on top of the tree. Something about a star on top seems right to me. Zac likes our angel. I made that angel before he was born. It's lovingly wrapped in tissue and placed in its own box each year to keep it fresh-looking. Zac likes to think that Mom made that angel. He likes tradition (hm...things to run like clockwork?). He likes angels and thinking about them protecting us. He likes the angel on top of our tree, and doesn't want a star.

This morning, instead of eating breakfast, the kids cut up a cardboard box. Zac was drawing a nativity scene. With a very large angel. Anna was perfecting her star. Scientifically mapping out how to make the sides exactly even, the lines straight. Planning how to cover it to make it shiny. Wondering how to attach it to the tree. And the tension was building.

Where's the wisdom of Solomon when you need it? Somehow I didn't think half a star & half an angel on top of the tree was going to solve this one. Put the angel on top & mount the star from the ceiling? Maybe. Put my foot down, say enough, we'll just keep the angel? No, that would seem like I'm choosing sides I could hear them arguing as I put laundry in the dryer. I said a quick prayer and returned to the craft-works kitchen.

Slowly, and quietly I said, "I have to talk to you children. I don't know what we're going to do about this Christmas tree topper. But we can't have this fighting. I'd rather not put up the tree than turn our Christmas season, which is supposed to be about peace and remembering why Jesus came to us, and love, and joy--into a season of fighting. Someone is going to have to give in, and not just outwardly, begrudgingly, but truly in their heart, give in and be happy about it."

That's when Anna's eyes filled with tears and she left the room. Oh yeah, we'll be getting to school REAL soon today! Were these heartbroken tears? Manipulative tears? I wasn't sure. After my little talk about women with Zac, he paused and asked, "Can I make a star for the tree too?"

ARGH! Is that what this was about?! "If you are feeling left out because Anna isn't including you in her plans to make a star, then you need to talk to her about that." Lightbulb. "I guess that IS what's bothering me about this." "Ok, well...go talk to her. You have 10 minutes and then we REALLY need to start school!"

They worked it out, the kids got breakfast, school got done, and they all lived happily ever after ...until Mom's next mental breakdown...

Merry :-)