Showing posts with label Writing. Show all posts
Showing posts with label Writing. Show all posts

Friday, August 10, 2018

Another Outline AND a Paragraph

Today we did another outline walk through.....

and then she used her outline to write her own paragraph.

In hindsight I should have given her specialised lined writing paper  { 3rds } - which would of helped her with her neatness and spacing, but at any length, still pretty happy with her first outline to paragraph outcome.

I should also be more diligent to have her sit when she is happy, and not ticked off, but that is a note for me.....  ha ha ha.


 The more she practices, the more natural and more detailed her writing will become.  

Thursday, August 9, 2018

Charlotte's First Official Outline

Charlotte { 6y11m } did her very first official and formal outline this morning:

First, she read the passage aloud, then she answered the comprehension questions.


Then we went back and looked for the key words with which to build her paragraph outline.

I. Main Idea
a. detail
b. detail
c. detail
etc..


So, instead of just getting her to narrate to me a main idea sentence based on a paragraph, now, we are looking very closely to key words in many sentences to build a paragraph.

At some point we'll also start the re-writing of the paragraph based on her own outline.

Wednesday, March 21, 2018

Tuesday, February 6, 2018

What Chloe Gave Me for Robinson Week


This week Chloe did these pieces for writing.  Entirely self guided, self producing.

Monday.....


Tuesday.....



Wednesday.....



Thursday.....



Friday.....



Tuesday, January 16, 2018

How to Teach Your Child to Write an Informational Paragraph




Today we are back with our 4th paragraph formula walk through.

So far in this series we have the:


Opinion Paragraph

Narrative Paragraph


and today we shall do the Informational Paragraph.

This particular paragraph is set up exactly like the previous paragraphs except that the focus sentences are based on facts.  If you are new to this series I highly recommend checking out those previous formulas first.

Essentially, our paragraph formula looks like the following.

I.  Main Idea / Topic - a sentence about the subject
                   a.  Fact sentence
                   b.  Fact sentence
                   c.  Fact sentence
                   d.  Fact sentence
                   e.  Conclusion sentence based on the facts


We not only use this particular paragraph structure for animal study in the early grades but also for our Science and History essays as the children get older in the higher grades.  It lends itself to a lot of useful work in the writing department.

And yes, I also have a quick video walk through here:


Thank you so much for visiting.  I hope these little formula walk throughs help you with your children's beginning writing.  

I look forward to adding more How To.... video's soon.







Wednesday, January 10, 2018

How to Teach Your Child to Write a Narrative Paragraph



Today we are back with our 3rd paragraph walk through - the Narrative.

Don't forget to check out the previous paragraph formulas for your beginner paragraph writers:

Detail

Ok, let's jump straight in for the Narrative.  We won't be spending a lot of time looking at characters, setting or problem/solution though.  We mainly want to focus on the basic structure on how to set up the narrative paragraph for our 6 year olds.  We can always re-visit this topic at a later date to broaden it to include those previously mentioned items, or to turn it into an essay for the older child.

First thing we do is an opening sentence of the main idea.  The narrative is essentially a sequential story of an event.

     I.  main idea - introduction.

Have the child briefly set the story up.  Personally, I do feel that this particular step is optional to begin with, so feel free to dispense with it if you so desire.  However, if you do want your child to introduce their characters and setting, have them introduce them. Or lead prompt them about what their paragraph will be about.   Don't worry about having every detail to begin with, those items will come with practice.

Now we are going to prompt lead them with the transitional words first, next, then, and last.


     I.  Main idea - introduction
                                         a.  First, and finish the sentence  
                                         b.  Next, and finish the sentence
                                         c.  Then, and finish the sentence
                                         d.  Last, and finish the sentence

Don't forget that you have the option of having the child narrate it to you, and they can copy it out in their best handwriting later on.  At this point we just want them to express several sentences that link to each other to form the narrative paragraph.

I've even done a video walk through for Narrative here:



I still have more paragraph video's that I want to add to this series.  In fact, I am hoping that my very next video will be the expository paragraph.

Thanks so much for visiting, and I hope that you will visit again soon, catch you later chookies.



Sunday, January 7, 2018

How to Teach Your Child to Write an Opinion Paragraph



Welcome back to our series on How to Teach Your Child Paragraph Writing.  We'll be looking at several different types of paragraphs.  So far we have the basic detail paragraph HERE.  That is the best place to start.  The basic structure of an opinion paragraph is somewhat similar to the basic structure of the detail paragraph, so if you've read the previous post you'll be all good to go.

Today though, as we continue, I will show you the formula so that your child can write an opinion paragraph with ease.  There shall be no more crying at writing time.  Both you and your child are going to have amazing success!  

The first thing that we need to do is have the child give us their opinion.  Another word that we can use for opinion is 'think'.  So the child may say, "I think....."   or they could use words like, "I like......" or "I don't like....."

We need them to tell it to us in a sentence.

I.  My Opinion


Now we will begin to build our paragraph.

The next thing you want to do is to ask the child to give you a reason sentence about their opinion.  Continue asking for reasons about the topic until you have 4 or 5 of them.

                                    I.  My Opinion sentence
                                         a. Reason 1
                                         b. Reason 2
                                         c. Reason 3
                                         d. Reason 4
                                         e. Conclusion

Use narration and copywork if your child isn't ready to write from mind to paper yet.  Simply write out their sentences and have them copy it in their best handwriting later on.  

Here's my video on the basic structure of the opinion paragraph:



I'll be adding more short video's about How to Teach Your Child... Narrative, Expository, Compare/Contrast Paragraphs over the next week or so.  All we need to do is change some of the formula and voila, our children can write!

Friday, January 5, 2018

How to Teach Your Child to Write a Paragraph




Oftentimes I find curriculum complicates a very simple and easy process in the teaching of writing.  In many cases it leaves a parent daunted, believing that they cannot teach their child to write, or write well. I am here to tell you that YOU can do this, and you can do it WITHOUT a purchased curriculum too.  I know, because I've done it myself.

Today I want to show you how easy it is to teach your child to write a paragraph.

Essentially what you need to begin with is have a child that can tell you what they think in sentences.  If they can narrate to any length, this whole paragraph walk through will be quite easy.  If not, a little prompt or lead questioning will surprise both you and your child.

Always have the child write on something that they have previously read, heard or know something about.

Firstly, ask the child to give you the main idea of the topic that you want him to write about.

That will be his first sentence.

I.  Main Idea Sentence

The next thing you want to do is to ask the child to give you a detail sentence about the main idea.  Continue asking for detail sentences about the topic until you have 4 or 5 of them.


                                  I.  Main Idea Sentence
                                      a. Detail Sentence      
                                      b. Detail Sentence           
                                      c. Detail Sentence           
                                      d. Detail Sentence      
                                      e. Ending Detail Sentence      


The child can narrate these to you or write them one at a time on their paper as they think of them.  If the child is narrating to you simply write it down and when finished let them copy it in their best handwriting.

Additionally, teach them to indent the beginning of their paragraph and wrap their sentences around as they go.

Here's a little video that I did on this particular topic.


I'll be adding short video's about How to Teach Your Child to Write an Opinion, Narrative, and Expository Paragraphs over the next week.  All we need to do is change some of the formula and voila, our children can write!



Monday, October 9, 2017

Captain James Cook


Every now and then I think it good for a homeschooling parent to actually do a lesson or two from their children's workload.  In this particular case I was modeling outlining of a passage and then on a new fresh day, an essay, without consultation to the original passage.  All in all, I see the superiority of what an outline can do for a student.  Here is what I produced: 

Captain James Cook

Cook, like most men of fame, actually started life entirely disadvantaged.  He was surrounded by a culture of hard work for little reward and poverty.  It is often observed that the absence of luxury is the pivotal force on which drive and motivation fix itself.  He was brought up in a struggling colony, an Englishman in England.  Who were to guess that this boy would some day sail the Pacific Ocean and become the greatest navigator of his time?  Yes, that in due time he would come to be noticed through his hard work, trustworthy nature, and for being able to follow orders well.  Soon he had ascended to a very fine role where he had been entrusted to survey great coast lines.  This line of work, in due time, would raise him higher than his common man.  His diligence and laudable work ethic would pay him dividends.

James had been born in England in 1728 to very humble parents.  He had been apprenticed at 13 as a shopkeeper near Whitby.  He really didn’t like the job, in fact he found it to be extremely distasteful to his personality.  He had little choice in the matter. 

James knew about sea life though.  He would often dream about going to sea.  He had heard many stories and tales.  This gave him a good understanding of salt junk, about the foul water that they all drank, the brutality and violence committed by the men on board, the diseases and death that marked and numbered them all, but this knowledge did not stop him from desiring to go to sea.  He had an inner calling that was so loud within his person, that he must obey it, that he must go, and that life on sea would be his work.

One quiet morning, before the daily crowd and throng of people began their usual routine he gathered up all his belongings, which wasn’t much as it all fitted in a small rut sack and stole himself away at daybreak.  He told no one of his intention for fear that he would be restrained.

He was very soon taken on board a ship, a collier as a ship’s boy.  His new adventure was coming alive before his very eyes.  He would now go to sea.

Due to hard work he soon became noticed and entered into the king’s service through the Quebec campaign.  This was a great turning point in his life.  He became acquainted with many courageous men amongst the limited fresh water, the contrary winds, the difficulties with fresh food, the horrendous outbreaks of scurvy.  At any length, these matters he discovered would soon bring expeditions to premature ends.

At last a new expedition arose.  The command had been given to Cook.  He had risen amongst men to an important position, full of responsibility and great accountability.   His dreams were now completely in his hands to explore and bring to life.  They gave him 94 men and food for 10 months.  He quickly sailed from England in a stoutly built collier called the Endeavour to explore the Pacific Ocean.

At this time it is to be noted that Australia was still an unknown land, even though Tasman had discovered the continent 130 years before.  No white man yet lived there.

So Cook sailed on, around Cape Horn, crossed the Pacific Ocean, to the east coast of New Zealand.  New Zealand consists of 2 islands and here he stayed for 6 months while he examined their shores.  He chartered the coastlines and ran excursions to the shore and inland where they would look for local flora and fauna.  After their stay they sailed northwest.  It was a particularly long journey of 1000 miles until he had reached ‘the great southland’ of Australia.

They had come to an eastern shore of Australia and in want of a name he decided to call it New South Wales.  They anchored 5 miles south of Sydney in a bay that he called Botany Bay.  It was much safer to anchor in the bay where they would have some respite from the travailing winds of the ocean.

Soon it was realized that the discovery of Botany Bay would solve a major social problem that England had been having for many years.  They decided that it would make for an excellent destination for convicts.  Not only convicts, but would also allow for new settlements, for both convicts and free men.  Thus a new settlement would be soon arranged, drawn up and established.

At length it was time to return back home to England.  They had been away for many months.  So they sailed northward of Australia, travelling over 2000 miles.  Disease and death had made its abode with them and overtaken the crew.  Upon its arrival in England the Endeavour was more like a ghost ship of members passing from this world to the next in its very corridors.  While Cook had mastered navigation, he had clearly not mastered scurvy.

Cook soon had another command the following year and was given the Resolution to sail.  He was given orders for his continued exploration of the southern hemisphere.  We must also remember that England is situated in the northern hemisphere.  These voyages were very far away from home.  There was a chance that they may never make it home again.  His first voyage had great advantage and success, so too would his second voyage.  

He left England with 100 men, and rounding past Cape Hope again but this time he stopped for food.  In particular they took on beef, mutton, bread and vegetables.  While there he received word and report of another expedition, similar to his own, that 150 men had died of scurvy.  Was there no way to remedy this villain?

Back in the ship with morale not as high as it could have been they sailed on.  They sailed southwards.  One night a fierce and unforgiving storm rose up and blew them off course.  It had carelessly deposited them amongst the enormous ice-lands.  As they sat there shivering from the cold he reflected upon the danger they had just escaped and now found themselves in.    Their minds were filled with horror.  Their hearts were filled with fear.  The storm had been so violent that they had come very close to death itself.

Again, Cook sailed on.  They sailed for many weeks.  He had a great responsibility for the command of the ship but also for the souls that were on board as well.  They searched for land, but the cold was bitter and the ropes for rigging frozen.  The decks sheathed in ice.  The only thing they found was frozen water.  The cold had even frozen the little piglets, fresh born, on board the ship as well.

At last they sailed to New Zealand.  They had now been at sea for 100 days and saw no land.  Upon seeing the land their hearts rejoiced and their hopes increased.  Amazingly they all still had their health.  Cook was finally onto something.  He was beginning to conquer every sailor’s wicked enemy, scurvy.  He had been particularly careful and diligent with the food that they had eaten.

A happy sight awaited them with the discovery of new islands.  Of course they claimed them for England.  They now had on the books the Friendly, Society, and Sandwich Islands.  A gift to England upon his return.

In due time they returned safely home again.  He had done what no other navigator had done.  He had circumnavigated the Antarctic Circle.  The Resolution was still intact.  The men were in good health.  He had made their health a high priority and had, by example, lead them to eat well to maintain their health.

Upon his return to England the second time Cooks fame increased greatly.  He was able to publish his accounts of his voyages for the common man to read.  It ignited a healthy and curious interest amongst the people of the far away lands that he had reached.  They heard of strange new things like coral reefs, palm trees, bread fruit, tattooed warriors from New Zealand, gum trees, kangaroos and koalas.  He had opened up a whole new world to Englishmen. 

The earth had plenty to discover, and now it was all at the fingertips and available for any courageous man brave enough to reach out and touch it.

Now, finally, Cook had made a grand name for himself.  The history books would make him a legend.  He had built his name upon the thrashing waves of the Pacific Ocean and the lands that he came to set foot on.

Sadly, our hero navigator ends his life in a strange island while away on yet another expedition.  He was speared through by an indigenous native and died as a result of the wound inflicted.  He had been a stern sailor, like a father to the men entrusted to him.  His face and naval career had been set southwards and its seas and lands had welcomed him.  Though hunger, cold and monotony had plagued him, he got the upper hand.  His calling and heart’s desire drew him on, steered and steadied him to the fame he now holds still.


Deborah Perrot


Should you like to attempt the very same lesson or give it to your children I have it in the store for a bargain $1.50 HERE.   It doesn't actually teach outlining, but it does provide the passage on which to outline.

Thanks so much for reading.  

Friday, October 6, 2017

Chloe Update

Today I just wanted to share some of Chloe's { 12 } recent work.

We are nearing the end of our Australian Emblem work.


I found some information online by googling, and then she did some copywork for the parts that she wanted to include.


Another essay for History, this time on Mary Queen of Scots.





{ Math }

She continues to work in Saxon 7/6 and toggle with Mathsonline.  Mon, Wed, Fridays are for Saxon and Tues, Thurs are for Mathsonline.

{ English }

This month she is working through CLE LA 409.  I originally pulled them out because I didn't want to waste the workbooks, and I wanted them used up.  As it turns out there were a few benefits to doing this, but the main one was that she was able to go back and learn some stuff that had evaded her English knowledge.

Since we've done a couple of these now I decided that it was a good fit for us and her as a subject, so I got everything organised and set up for a follow on for next year.  At this point I have the LA 500's all good to go, but I also have the LA 600's too - but I will make my final selection just before school resumes in January. 

{ Science } 

Chloe continues with her reading, summary copywork, and questions.  She enjoys doing her science this way, so for now we'll keep along the same path.

{ Bible }

Chloe is currently working on Rod and Staff Grade 7.  So that is nice.  She likes it, and that makes it awesome!

And now I leave you with a video of Chloe: A Day in the Life of a 7th Grade.



Thanks for visiting.










Wednesday, September 6, 2017

Writing Elizabeth I Essays

First we start with a book.  It's an old time 1923 text from way back when.  I  LOVE  it because it lends itself so easily to outlining and writing.  It is out of print, but if you can get it, I highly recommend it and the remaining books in the series.


This essay became a 4 lesson project.  Three of those were for the reading, outlining, and writing drafts.  The last one was for proof reading and typing it up into a final.

With each sitting they would read a short chapter from the book.  Then they'd do the written work for it.

Outlines on the left, essay on the right, followed by a drawing.


Chloe { 12 }

Drafts:


Part One



Part Two


Part Three


Final:





Phebe { 10 }

Draft Work:

Part One


Part Two


Part Three


Final




Hannah { 8 }

Draft Work:

Part One



Part Two



Part Three


And just like that - she was ready for a Final Draft.
We just googled 'Elizabeth I coloring pages' and copy and pasted them into her file.


Thanks for visiting.




Monday, July 3, 2017

Directions for History Papers

Directions for History Papers.

Preparatory Department.
I. Do not crowd the top of the page or begin to write before the first ruled line.
II. The first page should contain:—
A. The subject of the paper.
B. Books consulted.
1. These should be arranged alphabetically with a line between each reference giving:—
Author. Book. Pages read.
2. The student will need to read many more pages than she intends to write in order to get enough good material for the paper.
III. The second page should contain an outline of the paper, with important points in large topics and minor points in sub-topics.
A. Leave a line between each large topic.
B. Have each sub-topic indented and equally distant from the margin.
IV. Try to know your subject so that you will be able to express yourself with ease.
A. Write a brief paragraph of introduction.
B. Get your facts from books, but tell them in your own words.
C. Give most space to what is most important.
V. After writing your paper, add definite references in the margin to the sources from which you gained your material, giving author, title of book underlined, and pages cited.

Saturday, June 3, 2017

Directions for History Notebooks

Directions for History Note-Books.

I. All history students must use loose leaf note-books.
II. All notes in and out of class must be taken in ink. Do not take notes with pencil and then copy—it wastes time! The book is for use.
III. Outline your work.
A. Put the heading of each new chapter at the top of a fresh sheet and begin each distinct subject on a new page.
B. Leave a margin of an inch and a half, and indent each paragraph one inch more.
C. Leave a line between each large topic and allow several lines after each subject for note-taking in the class.
IV. Take most of your notes in “abstract” form. Take only important points in exact words, and then use quotation marks.
A. When taking “reading notes,” put in the margin author, title of book underlined, and pages cited.
B. When quoting from a compiled “source book” give the real author and work from which the extract is taken, then the “source book” and pages.
C. Every history student should be familiar with Perry’s “A Punctuation Primer, with Notes on the Preparation of Manuscript.” Am. Book Co. Thirty cents.
Note.—Pages 24-47 and 73-93 required.
Proportion of time to be spent in note-taking:—
Preparatory Courses, one-third of the time.
College Courses, one-half of the time.
Note.—This does not apply to specially-prepared history papers.

Friday, April 7, 2017

Update on Writing

I just wanted to drop in and document some of the girls writing 
{ and some other bits and pieces }.

Drawn by Phebe.



An essay by Phebe - she's just turned 10.



Charlotte is moving through her reading book nicely.



An essay by Chloe { 11 }.


An essay by Hannah { almost 8 }.


Yeah, so that's about what's happening in the writing department.  They're making the transition to including introductions and conclusions.

Next week we'll be having a Robinson Week.  We need a bit of a break from all the traditional hoop-la's without having to lose a "school" week.


Monday, April 3, 2017

Directions for Special College History Papers

Directions for Special College History Papers.

I. Make a bibliography of your subject on cards and arrange by authors alphabetically, indicating source and secondary material.
A. Make as complete a list of available material as possible before taking any notes.
B. Copy this later with annotations, leaving a line between each reference, and hand in with paper.
II. In taking notes keep in mind what you will use.
A. Follow directions for note-book work.
B. Put notes at the end of the paper.
III. Before writing, look over a copy of the “American Historical Review” for form.
IV. Make an outline of what you are to write, leaving a line between each large topic. Hand this in with completed paper.
V. In writing, try to know your subject so that you will be able to express yourself with ease.
VI. Be careful for margins and paragraphs. Write on one side of the sheet only.
VII. Leave the last four lines on each page for footnotes.
Note.—In writing footnotes, skip one line and use the last three. Make the references as definite as in note-book work. Number your footnotes from “1” on each new page.
VIII. Use ruled paper and fasten all your work together with a brass fastener.

Monday, March 27, 2017

Week 11 Catch Up

Week 11 is now done and dusted.  Yay!!

We've been super busy making more progress in the writing department.  We've done a lot of work on outlining and draft work in the form of notebooking, but now it was time to start working on those Final Drafts - hence a typed up essay.  It did take about 3 weeks { 3 sittings per week } to get this particular project completed from beginning to end, but hey, precept upon precept, line upon line.

Essentially, we're using an old 1923 History school text book - since it lends itself exceptionally well to the oultining process.  Each section is conveniently divided up into manageable topics with which to outline and write a couple of paragraphs.  Once the whole chapter has been notebooked, usually with hand drawn pictures as well, we then go back to typing up their writing, fixing their grammar and spelling as necessary.

Here is Hannah's { 7 } essay on Thomas Wolsey.


In other news Charlotte { 5 } has now finished Book 1 of Rod and Staff Math.


And I still throw activities in there like this one as well.


Just wanted to document the transition to the writing and Charlottes Math to date.

I hope you are having awesome educational success at your home too.

Thanks for visiting.

Tuesday, March 7, 2017

Working on Writing

This week we traveled out to pick up some writing workbooks to add in to the mix.  At this point I am going to toggle them in on alternate weeks with the Greek/Latin Root Words that we are already using.

First up, I got this particular book for Chloe.  I aimed it at a lower level to make it easier.  I didn't want anything that would make it difficult.  I want to look to getting her more skill sets with confidence minus any tears.

Inside the 10 units they cover:

Recounts
Descriptions
Narratives
Expositions
Reports
Procedures
Poetry
Discussions
Explanations
& Reviews

It was well priced at: $ 16.95




For Phebe and Hannah I got them a copy each of the following book.  Once again I also dropped the age limit and went for a lower grade level to ensure an easy route.  I want the skill sets without any struggles.

Inside it covers 8 units:

Recount
Description
Poetry
Exposition
Report
Procedure
Narrative
& Discussion

Like the previous book, these were also $16.95 each as well.



Yes, so if you are looking for any Australian writing curriculum, these might be something that you'd also be interested in.

Thanks so much for visiting.