Implementing Tapestry of Grace in our Catholic home

TOG is a cyclical program, in other words, the history that it covers repeats every four years, like Story of the World, but unlike SOTW, it is written for all ages & covers not only history & a craft, but literature, geography, writing, crafts/fine arts and for the older kids, Church History, Government, and Philosophy. For example, year one covers from the start of creation to the Fall of the Roman Empire. As a Catholic, I will say from the start that it is a Protestant program, but I haven't found anything better on the market; Catholic, Protestant, or Secular.

TOG is a classical program in is that it is geared developmentally for lower elem (lower grammar or LG), upper elem (upper grammar or UG), middle school (Dialectic or D) and high School (Rhetoric, or R). TOG uses no textbook, like Charlotte Mason, but rather living books. Each week, you all study the same time frame & same topics, but at different depths.

Here is how it works in my home. Mind you this is our first year doing Tapestry of Grace and I am in the process of learning this myself. I spent the first unit working on getting myself organized, the second unit teaching my children how to focus on & add in their TOG material, and I'm now working on implementing the Socratic discussions with my D & R students. What follows is a little picture into an academic week for us. For my students, we spend Monday morning going over whatever topic we are covering. For example, this last week we were studying the Trojan war. I read the teacher guide in advance & summarized some of it, but I also find the information presented in the teacher guide is written well enough that I can read much of it out loud. It gives us a good focus to what we will be learning & my kids love to group time together. At that time, we use a map to highlight the area we are discussing/studying & we get a good overview of what the students are covering. Then throughout the week my children do their readings. There are many areas highlighted that you could study that week. There are people to study, vocabulary to learn, dates to add to a timeline, activities or crafts to do, geography to note, and a writing assignment (writing assignments are broken down into years 1-12, not UG-R). At the end of the week, my olders & I sit down to discuss what they have been learning. This is the step we are working on implementing right now. Also, my husband, who wants to be involved in the children's learning, has asked that he be involved in this stage (it also helps that my husband is a very well read history major).

This week my students read:
My LG read: http://www.amazon.com/Trojan-Horse-Greeks-Step-Reading/dp/0394896742/ref=sr_sp-atf_title_1_1?s=books&ie=UTF8&qid=1395878763&sr=1-1&keywords=the+trojan+horse+how+the+greeks+won+the+war
My UG read:
http://www.amazon.com/DAulaires-Greek-Myths-Ingri-dAulaire/dp/0440406943/ref=sr_sp-atf_title_1_1?ie=UTF8&qid=1395880470&sr=8-1&keywords=d%27aulaires%27+book+of+greek+myths
My D read:
http://www.amazon.com/Black-Ships-Before-Troy-Story/dp/055349483X/ref=sr_sp-atf_title_1_4?s=books&ie=UTF8&qid=1395880534&sr=1-4&keywords=rosemary+sutcliff
And my R read the Illiad.

Some weeks, there are summary (workbook) pages for the younger kids readings & some weeks not. Every week a discussion time is planned & the older students are given accountability questions and thinking questions. In addition to the above, each week there are approximately 20 pages of teachers notes for you to rely upon & to use in your planning.
What I love is that it is both all integrated and all clearly spelled out. You only have to decide how much you want to do. One of my struggles with other classical programs is that you only had as much help as the student and that it was really student directed, which was ok if the student got it, but a bummer if the student didn't. I like having all the helps & background I need. I also like teaching my students, not that there aren't independent activities that a student can do. It's a balance.

There are quite a few supplements (Poetics, Evaluations, CDs, Lapbooks, etc), but only two that I have exposure to: Writing aids and Map aids. Writing Aids is arranged alphabetically so that as children are taught a technique, you the parent can read up on & prepare to instruct them. Many skills build upon each other & many lessons use skills taught in previous lessons, but since it is all in one place & everyone is working at different levels, you can just access or brush up on what they need to study. For example, this week in writing a 7YO would be using a cluster diagram, explained in writing aids, to write a paragraph about any of the cultures we are studying. This is a project broken down over six weeks. A 9YO would be keeping a journal for the next 6 weeks. He would learned about different kinds of journals & decide upon a frequency, style, etc. Additionally, Map Aid is a CD of all maps used in a year for easy access. I have up to this time been scouring the internet for appropriate maps, but it is very time intensive. Map Aids is my next purchase! I even have a friend for whom TOG wasn't a good fit, but she kept Map Aids she found it so helpful.

In addition to TOG, personally, I use a separate math (MUS), science (Apologia), catechism (Baltimore Cat III), foreign language (Life print Sign language & Rosetta Stone Spanish), typing (Typing Master), and writing program (IEW). I know Tapestry of Grace includes writing, but we were knee deep in IEW, so I have continued that. We are going to transition over slowly. In our school, I try to balance independent work with group work, teacher directed with student directed. I have a wonderful checklist that I've modified that helps the kids to keep moving when I cannot be as involved as I'd like, and we have some things we do bit by bit each day so that they are always making SOME progress, even if not as much as I'd like.

It takes me about a half hour each week to plan TOG & a half hour to plan all the other work we do. Here is a link from Marcia Somerville that is on the Tapestry of Grace website about planning: http://tapestryofgrace.com/plan/

My only hesitation in recommending TOG to Catholics is that since it is Protestant, new converts and those not strong in Catholic history & doctrine might not know how or when to point out disagreements or different perspectives. The first time I looked at TOG, I was certainly concerned about this very issue. I know I'm going to have to modify it when I get to the Reformation. After my experiences with the Catholic alternatives to TOG, I'm willing to tackle the modifications as I appreciate the strengths of this program so much, but others may not be so prepared? In addition to living the Liturgical life, I believe the use of these two books (plus others) and a good collection of saint books will help to round things out:

https://www.tanbooks.com/index.php/Bible-History (I'm using this with my UG & D student)

http://www.amazon.com/The-History-Church-Didache-Series/dp/1890177466 (R level)

I think it is also helpful to read what Marcia Somerville has to say about their openness to their biases AND how they seek to approach the differences. This is in response to some moms who were saying TOG was incompatible with the Catholic Faith (I disagree). The whole thread can be found here:

https://groups.yahoo.com/neo/groups/TOG-Catholic/info

"Dear Joan (and others),
I am reading this thread with interest, and a little sadness. Of course, everyone is entitled to their own interpretation of our presentation of Catholicism, and until I read this post I did not comment, feeling that my words would only be interpreted as defensiveness. Let me just say up front that I'm not defensive; I just want to adjust a few facts, and present one comment.

The two facts are these: we do cover both Joan of Arc (Week 9 of Year 2) and the Counter Reformation (Week 18). In both cases, we present resources for the students to read (in the case of Joan of Arc, different resources on all four levels as well as a video suggestion for eldest students on page 5, Alternate resources).

In the case of all topics raised in Year 2, Units 1-2, we present what we have come to see as facts about history. This period was one that gives both Roman Catholics and Protestants good reasons to cringe. The bloody persecutions on both sides (we point out in our discussion outlines that Protestants in power were just as intolerant of other theological expressions of Christianity as ever were any Roman Catholics when in power) were highly regrettable, and must have sorely grieved our Lord Jesus.

My comment is this: in all of Tapestry of Grace, our goal has always been to set the facts of history (and its primary documents when applicable) opposite Scripture, and let parents lead their children as they see best in interpreting these. (A good example of this is actually our treatment of the Counter Reformation -- or Catholic Reformation -- where we reprinted the canons of the Council of Trent and invited parents to lead discussion of them from both points of view.) It would be good for any brother or sister who is a Roman Catholic to read our Statement of Faith and Purpose. It clearly states our heartfelt goals with handling all worldviews, and notes especially our invitation to substitute resources for our (admittedly Protestant) choices whenever they feel that alternates would more accurately portray their interpretation. You can read this Statement here: http://www.tapestryofgrace.com/company/faithandpurpose/

Humbly grateful for our Lord, whom we serve in common,
Marcia Somerville, Lead Author, Tapestry of Grace "

I am just blown away at what my kids are learning about the world. My R student is studying the stuff I thought she'd get in another classical program. Seriously, the fact that I listened to that programs empty promises makes me SO sad for my eldest. I am working as hard as I can, but I will never be able to recover those lost years. And she's such a smart, hardworking young woman. I talked with her today about an article regarding a successful TOG graduate ( http://tapestryofgrace.com/blog/2014/02/poetics-goes-to-college/ ) & about my regrets with the other classical program. My eldest could BE this young student, she is bright, hard working, and works diligently. Regretfully, my eldest instead spent years spinning her wheels and has nothing much to show for it. She even regrets that she really doesn't know Latin & couldn't even translate a hymn.

Tapestry of Grace is really designed to help mothers TEACH their children. This quote is in the Loom and I think perfectly sums up Tapestry's strength: "Your preparation time equips you to be a true teacher, not just an administrator who regulates and enforces the completion of independent learning assignments in your homeschool." It is also incredibly flexible. If you were sitting with the kids in the doctor's office, you could read to them from the teacher notes or they could be reading their books. They might be working on their writing in a composition notebook or coloring a map? And though it's designed for the PC, they have now made it iPad accessible so you can take it along if you need, or you can print out what you want to bring in paper form.

I know that TOG is expensive to some, however, if you have a gaggle of kids, it will certainly pay for itself in that it is eternally reusable. Also, some programs that seem economical up front can really add up over time. The classical program that I was using was less than $150 "all inclusive" per course, but because of how many children I have, I ended up spending close to $3000 before abandoning it due to it not delivering what it promised. Additionally, I will say that it is easy to break up the cost with TOG. You can buy it unit by unit ($45/unit). If you get DE, you can also scan for books used in previous editions (and their corresponding workbook pages) that might be out of print and can be purchased cheaply on Amazon.

I had the fortune of being exposed to Tapestry through a friend who shared the Units she wasn't using & books with me. It gave me time to really try Tapestry to see if it was a good fit for my family. Now, I am slowly buying each unit via DE & slowly purchasing the supplements as I can afford them. If I were you, I'd start with the free trial. Then you are only out the cost of the books. If that goes well, buy it a unit at a time. If you are REALLY sold at the end of year 1, you can buy the whole next year.

Also, if you have any questions (how to find OOP books & their corresponding worksheets, what terms mean, etc) there is a great deal of support. There are multiple Facebook pages & a Yahoo Forum called Loose Threads: https://groups.yahoo.com/neo/groups/TOGLooseThreads/conversations/messages

Please feel to ask me any questions you might have, or if you are a veteran TOGer, please feel free to point out any errors you might see. I have tried to be as complete as possible.

Blessings,
Jen

Math, in a nutshell

Just received some really awesome math advice from someone who knows her subject! Somewhat depressed that my favorite program is so far behind (Saxon 5/4 is basically 3rd grade Singapore), but super excited to get something more rigorous into my kids heads. And in a format that I like, too (on the computer).

For scope and sequence, these three are similar, with Singapore being in the lead as far as rigor:

Singapore (workbooks & textbook)
Math Mammoth (e-books, ie, a PDF you print out)
A+ Math Software (online lessons, but with an optional PDF for pen and paper work)

The above three are ahead of the California Standards.

Then there is the Core Standards (below California Standards)

Then there is Saxon. A full year behind Singapore.

Duh.

But if you want Singapore's Scope and Sequence and Saxon's opportunity for repetition, you can use Calculadders (printable worksheets) or Quartermile (an computer math "game") to supplement.

Singapore, Math Mammoth, and A+ are all ABOVE California Standards. As explained to me, Core Standards is not even up to California Standards. I do not know for sure when the California Standards were revised, but I believe I read that it was 1989?

It isn't that Saxon is "bad," but just not as rigorous as the others. For example, Saxon 5/4 is for struggling 5th graders, average 4th graders, or advanced 3rd graders (compared to Singapore). I am under the opinion that you teach to the level of your students. It is better that they learn one level WELL before moving on.

The person I was speaking with said that home school publishers have always been far above the Core Standards. Basically, a lot of programs are "aligning" to the Core as a marketing tool (schools cannot buy books that don't say "Core Standards") and in order to offer a "revised" edition, they must revise a minimum of 20% of their book. But if a textbook introduces long division in 4th grade and Core standards doesn't introduce it until 6th grade, they don't have to delay in introducing it, they have simply "met and exceeded the standard".

Now, in an article I read on science (not a Core Standard, it was another one specifically FOR science) they did give specific instruction as to what NOT to cover. That standard
does limit what a student can be taught. http://truthinamericaneducation.com/next-generation-science-standards/problems-with-next-generation-science-standards/

But as far as it was explained to me (because I was stressing that Singapore, Math Mammoth, and Saxon are all getting ready to revise, or have already revised, their curriculum to meet the Core Standard), there is no upper limit. So far, this does not seem to be the case?

"Under Common Core, as the American Principles Project and Pioneer Institute point out, algebra I instruction is pushed to 9th grade, instead of 8th grade, as commonly taught. Division is postponed from 5th to 6th grade. Prime factorization, common denominators, conversions of fractions and decimals, and algebraic manipulation are de-emphasized or eschewed. Traditional Euclidean geometry is replaced with an experimental approach that had not been previously pilot-tested in the U.S."

http://michellemalkin.com/2013/01/23/rotten-to-the-core-obamas-war-on-academic-standards-part-1/

And another old, but good article on Math.
date.
http://educationnext.org/anamazeingapproachtomath/


-Jen

Routine

I know that there are different temperaments and some mothers cannot function without periods out of the house, but I am a homebody. I hate to shop, run errands, etc.

I have also learned that errands derail schooling & interfere with parenting because I get stressed & I'm not at my best. As a homeschooling Mama, I work best and my home runs more peacefully if I not only make home & schooling my primary focus, but also eliminate all unnecessary distractions.

My informal solution is to save regular errands (commissary, filling up the car, etc) for the end of the week. That way I can get in four good days of intensive schooling and also keep the home running smoothly. It also gives me an opportunity to spend one-on-one time with each of my children. Every morning, because we are home, I rotate through one-on-one time with each child while the others play with siblings, practice piano, or execute chores.

Additionally, I save bigger or irregular errands (Sam's run, Target, dentist, vet, doctor's office) for the last week of the month. This way, I reduce trips and save money.

To facilitate this, I keep various lists going so that I can get everything I need in one trip, plan ahead, and not run out of something important mid-month. I also try to plan ahead to anticipate needs, purchasing enough to get through to the next errand cycle.

A few well organized lists & a little forethought are a sanity (time & money, too) saver to this busy mom. If you find yourself harried & your house falling apart, consider cutting back & organizing your trips out of the house to be less frequent & more efficient.

-Jen

Parenting is a labor of love.

Authority is that aspect of love which parents present to their children; parents know it is love, because to them it means continual self-denial, self-repression, self-sacrifice: children recognise is as love, because to them it means quiet rest and gaiety of heart. Perhaps the best aid to the maintenance of authority in the home is for those in authority to ask themselves daily that question which was presumptuously put to your Lord - "Who gave Thee this authority?"
- Charlotte Mason


-Jen

I'm doing some of MY schooling!!!

About to read this:




These five books are on MK's syllabus this spring for "us" to read & discuss:

http://barnesandnoble.com/History-of-the-American-People/Paul-M-Johnson/e/9780060930349/?itm=8&USRI=paul+johnson

http://search.barnesandnoble.com/The-Revenge-of-Geography/Robert-D-Kaplan/e/9781400069835/?itm=1&USRI=robert+kaplan

http://productsearch.barnesandnoble.com/search/results.aspx?store=BOOK&WRD=winston+s+churchill&ugrp=2

http://search.barnesandnoble.com/How-to-Read-a-Book/Mortimer-J-Adler/e/9781439144831/?itm=9&USRI=mortimer+adler

http://search.barnesandnoble.com/Much-Ado-about-Nothing/William-Shakespeare/e/9781605015835/?itm=3&USRI=much+ado+about+nothing


"I'm gittin' me an edjamucation," as my Dad likes to say.
-Jen

More creatures at the preserve!

I looked out the window this morning, stopped in mid-sentence, and bolted for the backdoor!

Look what was in my backyard at 9am!




-Jen

Raising up children

Some days I feel like an utter failure as a mother. It's not enough to educate our children well or to teach them good manners & how to perform basic life chores, if we fail to teach them charity, we have failed completely.

If I speak with the tongues of men and of angels, and have not charity, I am become as sounding brass, or a tinkling cymbal. And if I should have prophecy and should know all mysteries and all knowledge, and if I should have all faith, so that I could remove mountains, and have not charity, I am nothing. And if I should distribute all my goods to feed the poor, and if I should deliver my body to be burned, and have not charity, it profiteth me nothing. Charity is patient, is kind: charity envieth not, dealeth not perversely, is not puffed up.
1 Corinthians 13:1-4

This morning, after being buffeted by complaining, bickering, tattling, talking back, and overall unpleasantness from my children, I went back to my bedroom & had a good cry. Then I sat on my bed & thought about how short my temper has been lately, how quick I have been to criticize, and how much I have been raising my voice at my kids. I knew that they were, in fact, good students. They were learning my poor example. So I came out committed to teaching my children the right example!

Teach your children that they meditate on them, when thou sittest in thy house, and when thou walkest on the way, and when thou liest down and risest up.
Deuteronomy 11:19



-Jen