FSM 231 (FN 340) DO
Home School Advisory #3
© Nov. 1992, by Family Services, Zurich, Switzerland

Contents
	Introduction to THE TEACHERS' PLANNER . . . . . . . 1
	GETTING THE MOST OUT OF THE TEACHERS' PLANNER . . . 3
	PAGES TO DELETE FROM THE SUPER WORKBOOKS . . . . . 10

[Note: This advisory may be photocopied, so that each teacher can have their own copy.]

Introduction to THE TEACHERS' PLANNER
By Family Care & Scandinavian NASs

GBY dear Family! WLY! Thank you for the wonderful job you're doing of training & raising up our children "in the way they should go"!--Pro.22:6. With all there is to do, we're sure you're praying for & eagerly trying to find ways to streamline different aspects of your job. We have been praying with you & want to do all we can to help make your jobs easier. With this in mind, we would like to introduce the Teachers' Planner, which we pray will help to meet your need for help with your scholastic planning. This Planner is not a new curriculum to follow, but is based on the Childcare Handbook Curriculum & the Home Schooling Program. By following the Teachers' Planner, you will be a able to fulfil the requirements of the Home Schooling Program in a simplified & organised way. The Planner does the work for you of locating teachers' reference materials, students' drill work, & supplementary materials from our pubs & videos.
	The Teachers' Planner was put together by some of our teachers in Scandinavia, & we felt it could be a help to all of you in planning your schooling. It covers Preschool (partly), Kindergarten, & Grades 1-6 by subject.
	Scholastic & vocational guidelines for students in grades 7-12 will be provided separately in the Christian Vocational High School Program (CVHS), coming soon, D.V.
	This Teachers' Planner is not intended to introduce a hard-&-fast curriculum which must be followed for all the age groups--but is rather intended to be a help to you in your planning & teaching. Please use it as much as you find it helpful, but do not be bound by either the contents or the timing of when a certain subject or topic is suggested to be covered. God bless the dear Scandinavian NASs & Family teachers who compiled this Planner & did such a wonderful job! We trust that much of it will apply to your situation & will be a help to you, although we realise that all of it will not apply to every situation. We pray that it will save you a lot of time by showing you a tentative plan for which topics can be covered when, as well as where to find supplementary material on each topic. Be sure to adapt these plans & outlines to suit the needs of the students you are teaching.
	The Teachers' Planner covers suggested material for the children's scholastic studies. However, Word studies should continue to be a major part of the children's studies, & as much as possible, please base your scholastic lessons in & around the Word. For example, you can use the Word, such as LWG or KTKs for oral reading practise for the students, & use KTKs, MLs & the Bible for studies in history, geography, science etc.
	The Teachers' Planner is designed so the teacher has all references for the subject & grade to be covered right at hand. Reference material in the Childcare Handbook (CCHB) & other Family pubs, Super Workbook pages pertaining to the subject that the child can do for drill work, as well as videos to supplement the subject can all be seen together at one glance! You can try incorporating this Planner into your Teacher's Plan or Log. Simply read over the material suggested for a certain subject in one marking period of the Teachers' Planner. Then decide how many classes would be needed to cover that material, & fill in the topics to be covered in the next six weeks of your "Teacher's Log & Plansheet" from the Home Schooling Program. Then do the same for each of the other subjects you are planning to cover. It is up to the teacher to decide for him/herself & his/her class how many lessons are needed to cover the particular subject.
	Super Workbook (SWB) pages are offered as drill work to be used after the lesson has been taught, rather than simply having the children go through the Super Workbooks in page sequence. This approach differs from the GAP video on using Super Workbooks. The GAP video does offer helpful tips to follow, however, what we are now suggesting here is an updated & improved Super Workbook approach. It is not necessary for the students to go through the Super Workbooks page-by-page consecutively, but they can skip to the pages listed for the topics they are studying. Any unfinished workbook pages that are skipped can be kept to be used as review material throughout the year--except, of course, for pages which should be deleted from the Super Workbooks. (Please see the list of "Pages to Delete from the Super Workbooks", pages 10-12.) Please keep in mind that it is not necessary to complete all Super Workbook pages, though if you like, you certainly may do more pages than are listed in the Planner. Just do as much as you feel is necessary, & as your class has time for.
	This curriculum offers the skeleton of a class plan & we'd like to encourage each teacher to add, subtract & adapt as much as they would like to according to the need, their knowledge & interest in the subject. Please also add other supplementary materials, videos, reference books etc., as you have them available. As much as possible, please also arrange excursions & field trips, depending on what is available in your area.
	One key to getting the greatest use out of the Planner, as well as making it easier for the teacher to plan, is to have the entire class starting at the same point in the Planner. In other words, try to avoid having one student half way through the Planner (or Super Workbook) & another only one third of the way & yet another three-quarters of the way. The easiest approach would be for the entire class to begin the school year at the very beginning of the Planner. In order to achieve this, it may take some adjusting of the various levels of the children within the class. For instance, some children may need to go back a few steps & do a bit of repeating, while others may jump ahead a little, skipping a few lessons. This might not be possible, though, if a student is behind in math, reading or spelling, for example. In this case, it seems they can't very well skip lessons, but would need special help & tutoring to catch up with the rest of the class.
	Another option can be for all the students in your Home to have a united scholastics time & be taught by groups or "grades". This can help to make the best use of our teachers, as well as to make planning much easier. For example, a teacher who is good at teaching math could teach math to all different age levels, & someone who is good at teaching the 3 G's could concentrate on this for all the groups. This would free teachers to not have to teach everything to just their own group, but they can concentrate more on certain subjects to teach.
Of course, even in groups you need to allow for individual differences in the ways children learn & do things. Faster students can be given special assignments & other more advanced material to work with. Or they can help "tutor" others who need help catching up.

RIGID GRADE LEVELS NOT NECESSARY
	Please note that by suggesting the use of Super Workbooks & the grade levels referred to in this Planner, we are not advocating hard-&-fast grade levels. The Super Workbooks should be used as they fit in with the material you are teaching, rather than to "box" in the students to a particular grade level based on the Super Workbooks. The grade levels referred to in this Planner simply provide a sequential outline of the lessons to be studied. If you have a group of 8- & 9-year-olds who seem capable of handling the grade 4 curriculum, then you should feel free to take them through the same Planner section together, adjusting as needed for special lessons for some of the children. And if there are a few 7- or 10-year-olds in the same group, as much as possible, you can have them work basically on the same Planner section. You can teach a general class & let students of differing abilities do various related activities, varying in difficulty according to their abilities or interests.
	In the 3 R's, the students usually need to work consistently through the basic material, going from one level to the next. But in other subjects, such as health, 3 G's, Life Skills, etc., different grades can be taught together. This is actually how many Home Schooling families in the System work out teaching their children of different grades, & this is one of the beauties of Home Schooling, that we do not have to be bound by grades.
	It is important that you school consistently, & that you keep good records as proof of your schooling. However, you do not need to feel pressured & bound by the outline of grades, study topics, etc. in the Home Schooling Program. Please prayerfully evaluate your schooling situation, counsel together with your childcare overseers & Shepherds, & set up your school groups or grades in the way that you feel will be best for the children & the teachers in your situation.
	We pray these Planners will be a help & blessing to you in the teaching of your young ones, as well as help ease your load & make your teaching time fun, enjoyable & profitable for all! GBY! WLY!

Abbreviations used in the Teachers' Planner
	AB: Activity Book
	BTH: Basic Training Handbook
	CCHB: Childcare Handbook
	FG: Flannelgraph
	GN BK: GN Book
	HH: Heavenly Helper
	HSV: Home Schooling Video
	HTGTD: How to Get Things Done
	HTL: How to Love
	KTK: Kidz True Komix
	LWG: Life with Grandpa
	ML: MO Letter
	SWB: Super Workbook
	THH: The Handyman Helper

GETTING THE MOST OUT OF THE TEACHERS' PLANNER
Compiled Comments, Reactions, Tips & Suggestions
Dear Family,
	The following comments are from our European Family about the Teachers' Planner, which has been used in Europe for some time. The European Family was asked to comment on their experience with this Planner, & we would like to share some of their comments & suggestions with you here. (Since this time, the Planner has been revised in some parts.) We hope these reactions & tips will be a blessing to you & help you to implement this Planner smoothly in your schooling! WLY!
	Love, Family Care

	(From Scandinavia NAS Teamwork:) When first discussing the idea of making this curriculum planner, we felt the need to in some way unify our children's education. In most of our Homes, each teacher was free to teach as they wished according to their burden or specialty. The problem with this was that often our children did not receive a really well-rounded education, as some teacher may be strong in Language Arts but weak in Math, so the children would get a lot of classes in Language Arts & very little in Math. We also found that many of our teachers did not know how to use the Home Schooling Program curriculum, & so would just teach the very basics of each class as they did not have time or know how or where to find the teaching materials for all the subjects covered in the curriculum. The other area we found weak in our teaching was that the children were often given their Super Workbooks to work on at random, with very little instruction or teaching given beforehand. This seemed to be due to the teachers' lack of time to plan ahead for their classes. The children were often frustrated in their Super Workbook work periods as they did not always understand the subject they were being drilled on. With the Teachers' Planner we have tried to make it easy for the teacher to first teach a class on the subject & then give the corresponding Super Workbook pages as drill work.
	One tip we found helpful in making the most effective use of the Planner was to have each of the children in the class begin the school year at the beginning of their Super Workbook. This made it easier for the teacher to teach as a class rather than individually. Before having the Planner, the teachers often found their students at various levels within the Super Workbook--some beginning, others half way through & still others almost finished with their book. Needless to say, this made the teachers' job of teaching classes to go with the drill work pretty much impossible. It took a little time of adjustment to get all the children on the same level but it did prove to be effective. We found that each grade of Super Workbook covers progressively more in the various subjects, but it does often repeat classes from the previous year. So we found that if some of the students had covered a good portion of their Super Workbooks, they were able to graduate into the next grade without falling too far behind the other students. We felt in these cases it was better to graduate the student rather than holding him or her back another year. For those just starting, we simply started the year over again as most of their previous work was done without instruction, & we felt they would benefit from the further instruction. For those half way through, we judged each case on an individual basis according to how the child was doing in their scholastics. Students who were advanced scholastically & who we felt could keep up with the next grade level, were moved into the next level. Others who we felt should stay in their current level did so, & repeated some classes or worked on supplementary material.
	Another point concerning this Planner is that it is just a skeleton outline of a curriculum plan. It basically covers the subjects to be covered, teacher's reference material in our Family Pubs, Super Workbook drill pages & any HSV or GAP videos that will supplement the class. Each teacher should build on the class with appropriate Word, & if available, may add other secular reference books or teaching materials to put more meat on the skeleton.

GENERAL COMMENTS & TIPS
	(British Isles:) We have used this Planner for the last three marking periods & found it very useful as a general guideline. It speeds up the writing of curriculums & helps ensure the subjects are covered thoroughly.
	(British Isles:) Everyone has found the Planner a real blessing as it incorporates all the corresponding Super Workbook pages with the Family Curriculum, making it all so much easier to plan.
	(British Isles:) Another idea that we had was that each parent could have their own copy of this Planner along with the master Curriculum, for possible presentation to authorities, if needed. (Editor's note: Although it may be advantageous, & even necessary to write on the Planner pages, using check marks, making notations or highlighting portions, etc., please be sure to keep the pages in good condition for possible presentation to authorities.)
	(From Elisabeth:) I have found the Planner a very big blessing when I only have a little time to plan. I followed it very closely, & because we were very busy in other areas, I was thankful to have a ready-made plan. It was also a blessing because it was a new experience for me to work with the JETTs, so I didn't feel quite as helpless as I might have felt without it. TYJ!
	(From Liz:) One tip which I have found helpful, is to have two folders, one with the complete Planner for the grades I'm teaching, & the other folder to keep what we are presently working on. For example, I might be teaching from the 6th marking period, so I keep it in a plastic folder, so it is easy to see where we're at.
	One thing that would be a blessing & make the curriculum more complete would be if each Home had a complete HSV library, as many times on the Planner, there are references to certain HSVs but we don't have them. If possible, it would be nice to publish an updated list of all HSV & GAP videos with titles & corresponding numbers so that if a video is numbered differently in our library, we can look it up by the title. (Editor's note: WS is in the process of supplying GAP videos for each Home that does not have them, so, Lord willing, you will soon have them available. Please also refer to the GAP Video Handbook pages 4-10 for a complete listing & numbering of the GAP videos.)
	(From Ruth:) In the past, I've spent so much time planning curriculums, & it is quite a responsibility as you don't want to leave out vital parts of our children's education. I would be racking my brains trying to think what to teach next from a certain subject, & I found it particularly difficult in subjects like science. I would usually find library or reference books on these subjects & then work systematically through them. Thus if we moved Homes, everyone would be "left in the air" as far as follow-up on that subject was concerned.
	Having it all planned out means that even if we don't have a book on that particular subject, I can go down to the local library & I know exactly what I am looking for. Whereas before I would spend ages getting all kinds of books, as it could be quite confusing knowing what to choose from.
	(From Jemima, OC Teacher:) The Planner unifies our Homes.--Having a curriculum outlined has been a very unifying project, as the different Homes have been striving to keep the same standard in the education of our children. This has also been very helpful when a family is moving to another Home, as then the children's education & progress can be very easily picked up by the next teacher. That is to say, if the child moves to a new Home during the 3rd week of the 2nd marking period & he is in the 3rd grade, the new teacher will know approximately what the child has covered so far in his classes & where he should be ready to pick up in his new class, as his new class should be at exactly the same place in the Planner.
	Also, when the regular teacher is called to go on outreach etc., having a curriculum outlined has made it so much easier for anybody to step in & then just follow the plan (subject, books, pages) for that day.
	It's also such a proof of how well we are educating our children. It has helped us to press in more in teaching our children the basics & to see that it's done well.
	(From April:) Recently I had the opportunity to teach the 3rd & 4th graders here for four marking periods, & after using the Planner I am convinced that it is the best teaching tool I have ever seen which uses all our precious teaching tools to the full!
	The thing I like most about the Planner is that the work is done for you, & it's so simple any one can use it. When following the Planner, I felt I could teach on any subject, because the Planner not only lays out the Home Schooling Program, but also shows you what HSV or GAP videos go along with the class as well as what Super Workbook pages to do for the drill work. Of course, not every thing fits exactly, but when using all the tools put together it really builds a solid foundation of excellent education! Another blessing is that it really uses the classes from the Childcare Handbooks, so they became just that for me--real easy handbooks, which they were meant to be, but which I never knew quite how to use before. It made me feel like I had really learned how to use those wonderful books.
	(From Joy David, OC Teacher:) Perhaps some of the unscrambling exercises in the Super Workbook would not be so necessary, as they take a lot of time to do, & I had to help the children with the words. Also the crossword puzzles (especially in the 4th Grade Super Workbook), I would keep for freetimes & let the children finish other more important pages first. (Editor's note: Please also refer to the list of "Pages to Delete from the Super Workbooks" for each grade, on pages 10-12.)
	(From Maria:) The new Planner is greatly appreciated by all the teachers. It is fantastic & has been such a blessing & time saver! All our teachers here are using it constantly as their main curriculum to follow. It makes their work much easier, as their 6-week planning is already done, while before the teachers had to spend one or two days every six weeks to prepare their curriculum.
	It helps the teachers have a better balance between board classes & Super Workbook pages. It is also not too demanding, & most of our teachers here have been able to accomplish all the grading periods without too much pressure.
	(From Belgium:) It really makes teaching fun & helps to have a united plan so we don't repeat topics when changes & moves happen during the school year.
	Sometimes it is a little difficult to cover everything in the Planner with a large number of different grades in the same school group, but it gives a good goal to strive for. (Editor's note: Please also refer to "Rigid Grade Levels Not Necessary" on page 3.)
	Before, even when the teachers were given time to plan, they sometimes found it hard to know where to look or start. But this Planner is a blessing as it tells you exactly where to look, & you go to that certain page & it tells you how to teach the class! Wow!

PLANNING/SCHEDULING TIPS
	(From Mary, CC MOM, Europe:) It seemed to work best to plan the entire six-week marking period ahead of time. This way you had a bigger goal to work on & more time to get it done. We found too, that there were many gaps within the day that allowed time to squeeze in the extras. Also, having free periods helped to make up classes that had to be canceled earlier. (For example, if any students missed classes due to home reorganisation, sicknesses etc.)
	Also, in working the entire marking period out at the start, you can make time for quizzes & tests throughout & set goals, all of which are a challenge & incentive for the children to press in. And this way, we all learned valuable lessons on redeeming the time. TTL!
	(Scandinavia NAS Teamwork:) One important point we have found is that as our teachers strive to raise the standard of their teaching, they need time to plan ahead for their classes. They do need time each month or marking period to plan the upcoming classes. This Planner makes this planning time easier & quicker than if they had to look up each subject in the Childcare Handbooks, Super Workbooks etc. They also need a little time either daily or weekly to go over the class they plan to teach so they are somewhat familiar with the material they will cover before getting up in front of the class.
	(From April:) I would plan my whole marking period of six weeks for both grades in the matter of a couple of evenings. It does take some planning, & being familiar with the Planner helps.
	I would schedule my days as follows: Monday was Language Arts & Math, Tuesday was Health & Science, Wednesday was for History & Geography, Thursday Language Arts & Math again, & Friday was for Life skills, testing, study hall, or any classes I missed, or just a day off for fun things like building something, or an all day field trip or ministry day helping in the Home. Saturday was for Art, Music, or special classes. (Editor's note: This is an example of a teaching schedule, & many other ideas are possible according to need & circumstances. A day off--or at least regular time off--for fun projects & field trips is a good thing to schedule so as not to overlook it.)
	Since our class time was limited, I would only use that time to teach from the Childcare Handbooks, & would use another hour of the day for assignments of their Super Workbook pages, when needed. On days when I couldn't fit in the corresponding videos, I would use the hour after Parent Time & before Home Meetings to watch the videos, which sometimes made it more fun & spontaneous, as the children would get to watch the documentary all cuddled up in their room in their PJs. It was also helpful to look & see where I could redeem a few minutes here & there, & it's amazing how much time you can make when you really look for it.
	(Editor's note: For instance, children can be learning & reviewing addition & multiplication tables while brushing teeth, washing hands, or roll call/line-up. Posting "Teaching Posters" is a fun way to redeem the time [i.e. good photocopies from books or encyclopedias about plants, animals, the solar system, food groups, etc. Or try the math rhymes from Childcare Handbook 2 pgs.292-298, or "Math Reference Helps", pgs.299-304. How about polygons, pg.318, or Roman numerals & symbols, pg.320. Try "'Riting Rhymes", Childcare Handbook 2 p.172, or "Singular & Plural Nouns" from pgs.175,176; animals & their offspring, pg.178 (see also HTGTD pg.151); "Descriptive Adjectives", pg.188, or the list of correct prepositions from pg.194. Try punctuation symbols from pgs.199-200, or the "Use of Capital Letters" on pg.202. Childcare Handbook 3 also offers fun "Teaching Posters" from the 3 G's subjects, such as "Those Hard Words, Geography Terms" on pg.419, "Animal Groups", pg.557, the "Skeletal System", pg.661, & many more.] Such posters--well photocopied & neatly posted in places where children line up or wait, such as in classrooms, bedrooms, bathrooms, hallways, dining rooms, & just around the house in general--offer feeding input for those "in-between times". Change posters often! Happy learning!)
	As in shepherding, you always need to be one step ahead of the flock, & they sense that & you can really go somewhere, & that's what they like! At first it seemed I could hardly finish the Planner, but after getting used to it, I was amazed how much more material I could add from other reference books.
	Since I would plan out my marking period in advance, it set me free to just take a few minutes before bed to look over my plan & read up & prepare for the class. I also found it was very helpful to look ahead & see what materials I needed & what classes I would need to teach next, & to constantly gauge myself to make sure I covered all I could.

MATHEMATICS
	(From Belgium:) TYSM for the Planner & everything that went into it! Most of the questions that came up at our teachers' meeting were centered around how to fit in any "catch up " work. Most felt that the main weakness is math, & that it would be necessary to give more time for extra drill work. (Editor's note: For extra drill work, especially in math, it can be helpful to look into System workbooks produced in your local area.)
	(British Isles:) From the MC group on up we have followed this Planner quite closely. However, we have found with math that we have benefitted from the use of a national math scheme, as the math of the Super Workbooks does not challenge the children enough & is lower than is expected in this country.
	(From Liz:) Another thing that we have noticed from teaching math from the Planner, is that when you are covering a certain subject e.g. geometry, fractions etc., it is good to still practice the basic arithmetic skills like subtraction with borrowing etc. One marking period I got so much into teaching geometry that by the next marking period I found they had forgotten how to do subtraction with borrowing!

SPELLING
	(From Belgium:) A spelling idea: For the 1st & 2nd grade, Series A (Childcare Handbook, Vol.2, page 146), it helped to start with the easiest phonetic words first, & have tests, which the children enjoyed as they could get them all right. Then take the harder phonetic words, going possibly by "word families". Again it helped to review the misspelled words with further games & tests. This seems to reinforce basic spelling skills. For the Series B (Childcare Handbook, Vol.2, pages 147,148), they can do "Copy-Test-Prove", 5 words a day, & afterwards do a sentence that includes the new words. Again it helped to have spelling games, like writing down all the words they can think of from a similar word family: "ea" or "ee" words, for example. (The same idea could help the Third Graders, who also review List B.)

GEOGRAPHY
	(From Juan, Grade 4 & 5 Teacher:) We followed the Planner pretty much, & I found it all OK. One suggestion I have is about Geography: There is not much about the physical geography of countries, etc. One thing that would be nice is if we can have pages that are about countries, animals, etc. For example, in the 5th Grade Super Workbook there is a page in "Reading" about Christopher Columbus (page 33) that could be taught in Social Studies, but is under Reading. At least we have the story, & we can show on a world map how he wanted to go to India, etc. The story & questions could be under the Social Studies & the vocabulary & word meanings could be under the grammar, & this way it could cover both. (Editor's note: Using the different pages to cover different topics or subjects is a good idea. Feel free to adapt your classes & topics as you feel best. The Planner is only a skeleton plan.)

LIFE SKILLS
	(British Isles:) One suggestion that we came up with was that, as sometimes it can be difficult to fit everything into the scheduled school hours, some of the life skills could fit into parent-time group activities. (Editor's note: Please also remember that most "Life Skills" are part of our life, so life skills should, for the most part, be covered outside of "school hours". In the case of our younger ones, there's getting dressed, brushing teeth correctly, tidying up, etc. These skills are not taught once & for all, but will have to be stressed over a period of time. Be patient, loving & keep things "upbeat". These skills are taught for life, so there is no rush to press certain skills into learning slots! The beauty of Home Schooling is that we can teach as we go. We can be pouring into our precious children during all our waking moments, therefore learning shouldn't be pushed or pressured. Children will learn most easily what they enjoy doing!)

CORRECTING SUPER WORKBOOKS
	(From Jemima, OC Teacher:) Lesson Learned: To take time to correct Super Workbook pages on a daily basis so that any mistakes can be corrected right away & the same error will not be repeated on other pages. Also, to avoid a backlog of pages that need to be corrected, as this might take a lot of time from our schedule. (Editor's note: If necessary & feasible, parents could help on a regular basis to correct Super Workbook pages, or older students can help correct younger students' Super Workbooks. Students can also exchange papers to check each others' work, like Grandpa does in the "Bible for You!" tests.)
	(From April:) As far as correcting Super Workbook pages, since I had 2 grades totalling 13 children, I found the only way I could keep on top of their corrections was to read the answers & have them correct their books. I of course monitored this closely & would check their corrections too. But the children were very smart & easily adapted to this method & we learned as we went. For the most part, because the classes covered the material so well, by the time they got to the Super Workbook for follow-up drill work, they knew what to do, so there wasn't a lot of time spent explaining Super Workbook pages. The Childcare Handbooks & corresponding videos were the class, with the Super Workbook as back up drill work.

MULTI-LEVEL TEACHING
	(From April:) In teaching two grades, one thing I learned by trial & error was to really look over your two grades at the same time you're making your curriculum & see what classes could be combined. At first I wasn't used to how it all worked, but as time went on I became familiar with it & its routine & learned that I needed to study the marking period of classes & see what could be combined. When teaching two grades, this really helps & saves you, the teacher, time. (Editor's note: Good idea! It's advisable for each teacher to get a good overview of the grade(s) he/she is teaching. "Where there is no vision, the people perish."--Pro.29:18!)
	Of course, teaching two grades was quite tricky, but here I would use only class time for teaching classes, then have one grade work on Super Workbook pages while I went over to the other grade & taught their class. I always had to make sure I had something to keep the one grade busy while the other grade had their class, but this is always easy as there is so much to do. If they didn't have Super Workbook pages to do, they would memorise their times tables for their test, or write a card to a contact or just have some fun reading time.

RECORD KEEPING
	(From Scandinavia NAS Teamwork:) Time needs to be set aside for keeping up their logs, attendance records etc. Some teachers have found it easy to just take a little time each day to jot down on a blank Teacher's Log & Plansheet, a brief outline of what they have covered that day. This Log & Plansheet can then be photocopied & given to the parents at the end of the month or marking period.
	(From April:) I also had in my notebook a plastic folder that held the planned curriculum on one side, & the other side was a blank planner that I filled in daily with what I had done, so I didn't have to fill this in at the end of the marking period. It only took a minute or two, & this way at the end of the marking period all I had to do was photocopy it & fill out the report cards, organise their portfolio work, & my work was done very easily for both grades. The reason I did this was that sometimes our schedule would change, or I wouldn't get done what I had planned or I was able to fit in more, so my original plan & what I actually did would slightly differ, & if I didn't keep a daily log I never would have remembered what I did.
	(From Maggie, MC Teacher:) During the marking period, the Log sheet is subject to change as different classes can be added to it, so at the end of the marking period, I found that it was necessary to redo a neater copy from the original one to be photocopied & passed on to the parents or put in the children's portfolios.
	(From Praise, YC Teacher:) I found the new Planner a super blessing & using it made a big difference, making it easy to plan the Teacher's Log in the different categories that the Home Schooling Program record card suggests. Then I just fill in the different subjects for each marking period that are already prepared in the Planner by Grades. For example, if it is Kindergarten & Preschool, I divide my Teacher's Log in the different categories, & then I take the Planner for Kindergarten & Preschool & write down all the subjects that the children need to learn for that marking period, along with the titles of books or GAP videos & Super Workbook pages. This makes the Teachers Log easy to read.
	(From Maria:) As they work with the children, the teachers highlight the topics studied & Super Workbook pages worked on. It makes it easier to fill up their accomplishment sheet & to know what still needs to be covered.

	GBY! WLY & hope these comments & experiences are a help to you in using the Teacher's Planner. "Plan your work--work your plan!"--Mop 23:53 Happy learning & teaching!

PAGES TO DELETE FROM THE SUPER WORKBOOKS
By Family Care
	GBY! We pray that the Super Workbooks have been & are being a blessing to you & your children. As you all realise, these workbooks are from a secular source, & while we are very thankful to have a simple, inexpensive way to provide our children with drill work & study material, at the same time we realise that we need to "choose the good & eschew the evil" in these books. Up to now, it has been the individual teachers' responsibility to choose & delete any pages which they felt the children should not do. We would now like to provide you with the following list of Super Workbook pages which are recommended to delete.
	We suggest that you delete (either by removing the pages, or crossing them out, or pasting over with blank paper if the other side is needed, or however you feel is best) the following pages from your Super Workbooks. These are pages which we deem unnecessary & in some cases quite undesirable for our children to do, either because we believe they are unedifying, contrary to what we believe we should teach the children, or they are a waste of our children's valuable time. In some cases, the contents are doctrinally questionable, & you would do better to look in the Letters for study material for the topic.In other cases, these pages contain pictures of witches or dragons, etc., & it seems quite unnecessary, & even a possible inroad of the Enemy, to expose our children to these images, much less have them practise writing the words. We have also suggested deleting some other pages which contain "reversals"--letters or numbers written upside down or backwards. Presenting letters or numbers in this way can confuse children, & can even lead to reading problems which did not exist before.
	Pages which deal with U.S. history, geography or government are suggested for students living in the U.S. only. These are noted on the deletion list as *U.S. For students living in other countries, please use local history & geography books or workbooks.
	Pages which deal with U.S. currency are also noted as *U.S., though these pages should also be done by students in other countries which use the same currency denominations. If you live in a country using a different currency, please delete these pages & replace them with a similar exercise using the local currency.
	If you disagree with any of these suggested deletions, or if you have found other pages which you would prefer your children not do, please counsel with your local childcare overseers & Shepherds & do as you all feel would be best for the children. GBY! WLY & pray this will be a blessing!

MY KINDERGARTEN SUPER WORKBOOK

Please delete:
	112 Three Plus One
	227 Back, Front
	247 Pistol
	255 Capital Letter Reversal
	264 What Can Fly?
	267 Small Letter Reversals
	296 Omitting Small Reversals
	311 Seeing Capital Letter Differences
	325 Omitting Capital Letter Differences
	360 What Will I See at Halloween?
	397 One or Two
	460 Breakfast Food
	499 Dentist
	516 Reversed Numbers
	518 Four Plus One
	524 Number Reversals

MY FIRST GRADE SUPER WORKBOOK

Please delete:
	6 Little Miss Muffet
	9 The Cat & the Fiddle
	12 Little Bo-Peep
	19 Tom, Tom, the Piper's Son
	31 Four & Twenty Blackbirds
	46 Little Jack Horner
	49 Peter, Peter, Pumpkin Eater
	52 Wee Willie Winkie
	61 Rock-A-Bye, Baby
	64 Little Tommy Tucker
	66 The Old Woman Who Lived in a Shoe
	68 Three Wise Men of Gotham
	124 Letters & Words
	183 Consonant W
	270 Recognising colors (pgs.124,183 & 270: delete or cover witch with a sticker)
	271 Patriotic
	304 Oral Expressions (only use top section "Happy Words")
	336 Stories We Like
	346 Adding Different Vowels
	347 Completing Words
	348 Having Fun with Words
	349 Fun with Words
	414 Holiday Stories
	428 Story Fun

MY SECOND GRADE SUPER WORKBOOK

Please delete:
	145 Money Problems *U.S.
	202 Selecting Proper Words (delete or cover witch with a sticker)
	204 Learning Spelling Words
	206 Can You Select Right Answers?
	221 Our Flag
	277 Reading Stories
	302 Counting Money *U.S.
	307 Money Problems *U.S.
	352 Total Coins *U.S.
	356 Counting Money Coins *U.S.
	404 Batting Lineup
	461 Special Holidays
	519 Writing Poems
	577 A Good Citizenship Test
	603 Christmas
	606 Easter
	608 Halloween
	615 Question Time

MY THIRD GRADE SUPER WORKBOOK

Please delete:
	43 Pennies/Nickels/Dimes *U.S.
	51 Quarters/Halves *U.S.
	67 Exact Change *U.S.
	79 What Causes Feelings?
	85 Capitalizing Names of Holidays
	87 How Feelings Are Shown
	95 Importance of Self
	132 Contractions
	133 What Is a Proper Noun?
	263 Problems Before Birth
	271 Problems After Birth
	280 Bird Beaks & Feet
	290 Blackbeard
	322 The Easter Egg
	330 Dr. Martin Luther King Jr.
	335 Diabetes
	343 Cerebral Palsy
	359 Seeing a Doctor
	369 Writing Poems
	460 Schools in a Community
	474 Kareem Abdul Jabbar
	511 Health Workers
	516 Errand for Mother
	576 Cycle of Limestone
	590 Fossils
	601 Comma Between the City & State

MY FOURTH GRADE SUPER WORKBOOK

Please delete:
	9 Counting Money *U.S.
	14 Following the Crowd
	39 A Great Bell *U.S.
	48 Liberty Enlightening the World *U.S.
	50 Decision Making
	59 Choosing Friends
	93 Review Lesson *U.S.
	111 The Pledge of Allegiance *U.S.
	138 The Land of Cotton *U.S.
	147 The Corn Belt *U.S.
	156 The Central States *U.S.
	165 Some of Our Large Cities *U.S.
	174 Some Great Cities *U.S.
	183 Western National Parks *U.S.
	192 Important Days of the Year
	217 The Breast of Baluchistan
	265 Surroundings Changed by Man
	270 Think Sets of Coins *U.S.
	279 How Much Change? *U.S.
	289 Crispus Attacks
	305 How Many Coins? *U.S.
	307 Dinosaurs
	309 The School & Its Service
	310 Plant Competitors
	315 Combining Collections *U.S.
	318 Our Government Helpers
	333 A Baseball Game
	361 Cockroaches
	381 Clubs for All Ages
	441 The Music Price Graph
	468 Larger Exact Change *U.S.
	477 Money & Fractions *U.S.
	486 Pennies, Nickels, & Dimes *U.S.
	589 Is It True-to-Life?
	711 Birthday Cake & Candles
	750 Commas/Separate Cities & States *U.S.
	769 Underlining Titles of Books
	773 Horses

MY FIFTH GRADE SUPER WORKBOOK

Please delete:
	10 The First Colony *U.S.
	20 English Settlers *U.S.
	30 The Second Colony *U.S.
	31 Reading/Facts & Info
	39 The Lost Colony *U.S.
	48 The Thirteenth Colony *U.S.
	49 Reading/Main Idea/Facts
	58 A New England Colonist *U.S.
	67 The Middle Colonies *U.S.
	77 The Southern Colonies *U.S.
	86 Quarrel with England
	95 Colonist & the Indian
	113 The Colonial Home *U.S.
	131 Church in Colonial Days *U.S.
	158 Economy in Colonies *U.S.
	167 Recreation in Colonies *U.S.
	176 Colonial Travel/Communication *U.S.
	185 Government/Society Colonies *U.S.
	194 Witchcraft/Colonial Times
	203 Roger Williams
	209 Spell "Sh" & "Ch" (just cover witch with a sticker)
	212 Penn's Woods *U.S.
	213 U.S. History
	221 Thomas Hooker
	230 The National Bird
	239 Our National Anthem
	241 Snipe Hunting
	247 The American Flag
	256 Liberty Enlightening World
	265 A Great Bell
	271 6 Civil War Battles
	273 Slang Words
	274 Independence Day
	276 Man's First Home
	283 Freedom for Our Country
	292 Patrick Henry
	316 8 Railroad Cars
	319 The Central States *U.S.
	325 Ten Shops
	328 The Corn Belt *U.S.
	334 Seven Periodicals
	337 Land of Cotton *U.S.
	346 Wheat Farms *U.S.
	352 Seven Luggage Terms
	355 Our Dairy Products *U.S.
	361 Eight Rooms
	364 Pledge of Allegiance
	373 Home of Our President
	387 10 Building Materials
	390 Everybody's City
	404 Seven Coal Products
	407 Important Days of Year
	413 Eight Money Terms *U.S.
	416 Western National Parks *U.S.
	424 Some Great Cities *U.S.
	430 Ten Horse Terms
	433 Some of Our Large Cities
	441 Community of Man
	455 7 Words Named After People
	463 7 Words Named After Places
	619 How Coal Was Formed
	636 Oil
	650 The Melting Pot
	651 Capitalization in Titles
	654 Iron
	659 Indian
	660 Writing Titles of Books
	668 British
	677 Spanish
	685 French
	694 German
	702 Chinese
	710 Japanese
	718 Russian
	726 Mexican
	734 Negro
	742 Italian
	758 Dutch
	766 Polynesian
	774 Scotch-Irish
	782 Hungarian
	790 Czech & Pole
	794 Mass & Energy
	798 Portuguese

MY SIXTH GRADE SUPER WORKBOOK

Please delete:
	3 Freedom Seekers
	5 Common & Proper Nouns
	9 Confidence & Respect
	12 Reasons for Coming to America
	22 Need for Rules
	31 Freedom for Whom?
	49 Reading/Main Idea & Facts
	127 The Big Decision
	171 Struthiomimus
	201 The Discovery of Fire
	205 Citizenship
	222 Fossils
	225 U.S. History
	252 Geological Calendar
	256 Piecework Wages
	261 Witches
	272 Prehistoric Animals
	323 Own/Maintain a Home
	373 Cash Discount
	383 Real Estate Taxes
	388 The Age of Reptiles
	505 Protozoans
	513 Beneficial Protozoans
	526 Woolly Mammoths
	644 How Far Does Space Go?
	691 The First Hunters
	707 The Stegosaurus
	762 Abbreviations/50 States *U.S.

[End]

Copyright 1996 The Family