Oh, Dearest Mother, Sweetest Virgin of Altagracia, our Patroness. You are our Advocate and to you we recommend our needs. You are our Teacher and like disciples we come to learn from the example of your holy life. You are our Mother, and like children, we come to offer you all of the love of our hearts. Receive, dearest Mother, our offerings and listen attentively to our supplications. Amen.



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Tina P.
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Posted: Nov 26 2005 at 3:30am | IP Logged Quote Tina P.
These literature choices in Elizabeth's list are great, but do you read them aloud to your children? Or do you *assign* (I cringe as I write that) them to read it? It seems a *lot* of reading to do either way, but if the kids could read at least most of it, that takes the pressure off of mom (I read a lot, but I can't just sit there for an hour with the kids when laundry needs to be cleaned, folded, and put away, rooms need to be cleaned, beds need to be made, dinner needs to be cooked, ... you get the picture!)

And by the time I would read it aloud and we would do a bunch of activities related to the book, it would take a month to complete one book! How do you all manage?

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Willa
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Posted: Nov 26 2005 at 6:43pm | IP Logged Quote Willa
What I did:
I chose the book that I most wanted to share with the kids in the particular month on Elizabeth's list.   How I chose would depend on my preference, or the ages of the kids, or the tastes of the kids -- sometimes I chose the one I thought they wouldn't be so likely to read on their own, sometimes I chose the one they *would* most like to read.

I would read that one aloud planning it to take most of the month.   I'd find context activities and reading materials to do along with that book, and spend time discussing how it connected with other books we'd read -- chronologically, geographically, or in terms of theme or plot or characters, whatever.

Then if the kids were nterested, I'd use one, some or all of the extra books on the list as "assignments" for supplementary reading in their own time. They usually didn't mind if they had become interested in that author or time frame. If they didn't seem interested enough, or didn't get into the supplementary books, we'd move on to the next month.

Sort of simple but that's what we did and it worked pretty well for us.   It wasn't ALL we did in a given school day -- we'd add math, etc. -- but we could pretty much cover history, geography and literary analysis that way, even language arts with copywork and memorization.

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