If you scroll down this page you will see a link to our catalog where you will find detailed
descriptions of each Task Card Set. These will help you understand how the cards may be used at various stages. Over time, the standard required in your student’s response is increased and students use more detailed materials to complete the tasks as they mature. During the grammar stage, students naturally focus on major figures, events, and basic vocabulary. Dialectic students use in-depth materials that encourage understanding of broad themes and patterns.
Most families prefer to study one era of history each year (or term). This focus provides a shared experience among the students and eases the burden of preparation. It isn’t always practical to plan a prepared environment for more than one subject in science, but some families prefer to have several sets going at once for various levels. The following lists details possible plans for one student.
K – Geography and Culture and simple nature study for science
If you want to include a year for American History study, your schedule might look like this.
Consider mapping out a plan for your oldest student and having the younger students fold in as able. There are many good options. Whatever your preference, you will find that your plan provides focus and eases your preparation.
Your Course Introduction provides instructions for optimizing the use of summary writing. Younger students generally do well with the ‘Where, When, Who, What’ approach to oral narrations and beginning summaries, but older students need to read for detail and respond with greater specificity. Creek Edge Press Task Card Sets make use of key words to assist your student’s growth in this area. You’ll find key words listed on a task card under a summary writing task where it states, “Include the following.” Encourage your student to use these key words to aid their research and to prompt their memory when writing a closed book summary.
The following is another option for using key words in summary writing. Below, you will see examples of closed book summaries done in response to tasks on various task card sets. To the left of the margin you will see a list of key words. These are words that were written by the student while reading. The summary was written after the book was closed. This method is fabulous for students who are still learning to summarize details succinctly. Students who have advanced beyond this stage may find this method useful as a means of reinforcing the correct spelling of new material.
Abby and Holly are using the Task Card Approach with history as well as science this year. Holly is a pro at research after years of adding research tasks to our Tapestry studies, but I like to check in at the beginning of the year while going over expectations. I was especially happy to see Abby turn to the Table of Contents without instruction.
If you’re using Task Card Sets from Creek Edge Press and are working on foundational research and Task Card Approach skills, I recommend focusing on one task at a time during the early weeks of the school year. This week our focus was on expectations for ‘Encyclopedia Research’ and response. The girls completed other tasks as well, but I accepted their work ‘as is’ in those areas.
Abby is finishing the transition to independent investigation and response,so this task will soon be one she can complete on her own. She already has map work and summary writing down fairly well from wrapping up last year’s work, but we’ll be raising expectations for attention to detail and neatness as the school year unfolds.
And, no, I didn’t ask them to pose!