Getting Started with Homeschooling
Practical Considerations for Parents of School-Aged Children
© Beverley Paine
Index
Homeschool
Australia
Skills And Processes
(continued)
Spatial Awareness and Mapping Skills
| Focus on personal space | Understanding North convention |
| Using locational terms | Understand mapping symbols |
| Representation to scale | Drawing plans, maps to scale |
| Symbolic representation | Equator, latitude, longitude |
| Simple maps and plans | Tropics of Cancer, Capricorn |
| Modelling and positions | Using index in atlas, street directory |
| Locating things in relation to others | Using atlas and globes |
| Drawing simple representations in elevation or plan form | Awareness of different time zones, Greenwich meridian, Inter. date line |
| Interpreting map symbols, colours | Using magnetic compass |
| Following directional terms | Orienteering |
| Comparing distances on maps | Locating Australia, States, cities |
| Reading information aerial maps | Locating countries, continents |
| Using alpha-numeric locational grid | Giving directions |
| Understand eight points of compass | Reading survey maps, plans, etc |
| Using street directory | Preparing detailed working maps |
| Comparing maps different scales | Reading weather maps |
Skills - Reading
| Is the child familiar with the handling of books? | Can the child locate books to satisfy needs? |
| Does the child understand that print conveys a message? | Can the child use reading to obtain information? |
| What does the child know about the purposes of reading? | Can the child relate what is read to his/her own knowledge about the world? |
| Does the child know that speech can be converted into print? | Does the child enjoy reading? |
| Does the child know that print can be converted into speech? | How often is the child reading? |
| Does the child have any concept of producing a printed message; write own name? | How often does the child vary the types of materials he/she is reading? |
| Are there any concepts of print such as knowledge of letters, words and directionality evident in the child's attempts to write? | Can the child read silently? |
| Does the child understand the concept of "word"? | Does the child ask for help if he/she is having difficulty in any aspect of reading? |
| Does the child understand the concept of "letter"? | Can the child scan to obtain information from texts? |
| Does the child understand that letter order within a word has significance? | How long does the child spend reading at one time? |
| Does the child understand that words in a sentence have an order? | Does the child follow the story when read out loud or just follow words? |
| Does the child understand the system of direction; i.e. left to right, down the page, line under line? | Has the child been exposed to reading aloud experiences that are enjoyable? |
| Does the child realise spaces separate words in a sentence? | Does the child see other people reading /reading aloud? |
| Does the child use prediction to determine what comes next? | Is the child confident reading aloud? |
| If the child is making sense of a text, what cues are being used? | Does the child talk about what he/she has read? |
| Can the child construct a message from print which matches that of the author? | Can they use table of contents and indexes? |
| Does the child adjust reading style and create according to purpose of reading task? |
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Excerpt from Getting Started with Homeschooling, Practical Considerations
© Beverley Paine, 1997
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