site map  |  about us  |  ordering  |  home 

   Tapestry of Grace

Forum

Evaluations:

Opening Page

Using Evaluations as PLANNING  tools


SUGGESTIONS:

Grammar Level Evaluation Strategies

Dialectic Level  Evaluation Strategies

Rhetoric Level Evaluation Strategies


STOCK TOOLS FOR EVALUATION:

Portfolios

Projects

Oral Presentations

Learning Logs

Journals

Graphic Organizers

Self-Evaluation

Cognitive Growth

Demonstrations

Making Books

Displays

Published Tests: preparing for them and taking them.

Games!

The Dialectic Stage and Evaluation Possibilities:

        Tapestry of Grace defines the Dialectic stage (for most students) as that age when children start to frequently ask "why?" The are interested in connections between facts, not just facts alone.  It is the ideal stage for developing debating skills by the study of Latin and Formal Logic. For specific aspects and goals of the Dialectic stage, please see our Philosophy of Education page.   For some students, this stage represents a major gear shift into material commonly studied in High Schools today.  As his teacher and parent, you will need to begin to make long-range plans as you seek the Lord for guidance about your student's future education and vocation.

        This page seeks to help you develop assessment strategies for the following elements of your program:

Character development: 

        Definition: learning to obey quickly, cheerfully and completely, and to perform  tasks cheerfully, diligently, and thoroughly. These traits will serve any human being in any profession or calling for his whole life.  There simply is no more important aspect of your academic program than character development. As children walk through the Dialectic stage, their world becomes "broader."  They may participate in more group, or church, activities. This gives you the following opportunities:

• Develop goals for your child's interactions with those outside your immediate family.  Such goals might include growth in: 
  • service (as unto the Lord, not as man-pleasers)
  • evangelism (think of opportunities and train in what to say or do when encountering unbelievers.  Some girls in our church had a wonderful experience when they decided to set up a lemonade stand and pass out free lemonade and tracts. The moms carefully trained the girls in cheerfulness, offering tracts, and sharing their one-minute testimonies.  When the day arrived, it "just so happened" that (unknown to the families involved) there was a "march" (for an unrelated organization--heart research, I think) that brought literally hundreds of thirsty people by this gospel-centered lemonade stand!)
  • community service: babysitting, volunteering, 4H, etc.
  • relationships: we need to train our children to choose friends wisely, and to not engage in exclusive or unkind behavior towards others.
• Be aware of changing needs: 
  • physical (growth spurts and synapse reorganization can be real challenges to kids at this stage!  Also, sexual awareness/issues may crop up for the first time)
  • spiritual (kids begin to ask tough questions about God, our faith, and why we believe as we do.  We owe them our full attention and best efforts at truthful, meaningful, Biblical replies!)
  • service (in exploring the wider world, and in beginning to think about their place in it, the tendency toward self-centeredness will be strong.  Acts of willing service when no one's looking, and when they'd rather do self-centered activities, is a wonderful antidote to this growing temptation.)
  • relational (they will begin choosing friends, heroes, and lifestyles during this time, and they will tend to be self-focused and self-obsessed unless you help them to adopt a Biblical view of self)

Possible Evaluation strategies (there are more!):

• If you've not already done so, determine to educate yourself about this new phase of your son or daughter's life.  Read appropriate books, attend church teaching sessions, and talk to other parents whose older children you respect about their experiences in walking through these years.  Use the information you gather to help you choose wise and realistic goals for your children.
• While setting your goals, ask several people who are close to your family to assess your child’s strengths and weaknesses AND your strengths and weaknesses as they relate to the child’s development.  Determine to check back with these people at specific intervals for their observations on your progress and your child’s progress in areas of weakness.
• Set down on your paper a list (perhaps in two columns) of your child’s strengths and weaknesses (and list also your growth areas as they relate).  Set specific, reasonable goals for your child to attain this coming year.  After prayer and consultation with your spouse, agree in prayer for these goals, and try to daily lift them up with your spouse and child.  
• Determine if you will record your faithfulness in prayer on paper for the sake of accountability, perhaps by using a simple check mark on a chart you devise.
• Have your youth develop (with appropriate help) a list of Scriptures that aid him in fighting battles with besetting sin.  Set specific goals for memorization, and quarterly (or weekly) assess progress toward this goal. A great resource for this task is listed on the Teacher Development page: the Self-Confrontation manual.
• Consider helping your child to develop a quarterly (or weekly) self-evaluation strategy.  Together, you can develop a form, a checklist, or simply interview the child to see if he is aware of his need to grow and working at progressing in his battle against sin.  
• During this time, dads and moms often begin meeting weekly with their same-sex youths (moms with daughters; dads with sons) in order to discuss issues and disciple their children more intensely.

Bible:

        Approaches to Bible instruction for Dialectic level students are as varied as the number of families attempting it!  Some families have Family Devotions as their Bible course.  Some do this in the mornings; some do it at dinner, some do it at bedtime.  Some fathers lead family devotions; sometimes moms do it.  Some families do Family Devotions and ask their children to use a separate Bible curriculum.  Some families only use a published curriculum, either from the open market or from their church.  Some families teach their children to have individual devotions, and children get their Bible reading in at this time.  Some families with older children use a "family reading plan" where all members are reading the same passages so that they can discuss them at dinner.  Some encourage both family reading plans and additional personal Bible reading choices, or curricula. Whatever your approach, there should probably be a place for the following in your "school" program, for Deut. 11:18-21 reminds us,
"You shall therefore impress these words of mine on your heart and on your soul; and you shall bind them as a sign on your hand, and they shall be as frontals on your forehead. And you shall teach them to your sons, talking of them when you sit in your house and when you walk along the road and when you lie down and when you rise up. And you shall write them on the doorposts of your house and on your gates, so that your days and the days of your sons may be multiplied on the land which the Lord swore to your fathers to give them, as long as the heavens remain above the earth."

• Scripture memory (while the ultimate age for it is the Grammar stage, all disciples benefit from memorizing Scriptures that speak to their specific struggles!  At this stage, the student may be capable of searching the Bible to find such Scriptures, with your guidance and supervision.)
• Assuming familiarity with the Bible stories of the Old and New Testaments (these dovetail with Year 1 studies and are detailed in the Reading Charts for that Year-Plan), Dialectic level students may want to begin the study of the basic doctrines of the Christian faith.
• Constant reinforcement of sound doctrine through very concrete "lessons" remains helpful. These can include object lessons, teaching during and after conflicts arise, teaching during and after corrections (chastisement) for sinful behavior.
• Constant reinforcement of the gospel, and our need for a Savior.  Make connections every day between your struggles against sin and your need for a Savior and your child's.  Let him know he's not alone in his need, nor the provision for that need!
• Prayer: for others and for himself.
• Worship: singing, praising, etc. according to your family's beliefs and traditions. (Would your child like to begin to study an instrument that facilitates family devotions, or his own private worship times?)
• Evangelism: developing a heart for the lost and engaging more and more in evangelistic endeavors.

Possible Evaluation Strategies (there are many more!):

• Number one on the list: set reasonable, concrete, measurable goals and then evaluate consistency.  You can't do it all every day, but consistency and humility in the TEACHER are key to developing joyful disciples. "Drop by drop, the bucket is full" is my favorite image for imparting spiritual growth.
• Disciples are made "on the way" as we walk with them.  Spiritual things are best "caught" not "taught." Evaluate YOUR spiritual growth: kids can catch what they aren't exposed to!  Your example will always be more powerful than your words or any purchased curriculum or church program.
• Ask your children, from time to time, what God is putting on their hearts concerning their study of spiritual things.  You may be surprised by their answers.
• If your child is required to engage in private devotions, gently draw him out frequently on what he's experiencing/learning in those devotional times.  Make it your job to encourage, instruct and edify those quiet times by being directive as to what is done in them.  One year, I spent the year instructing my children in various techniques for Bible study, preaching the gospel to themselves, praying the psalms, mind mapping sermons on Sundays so they could review them during the week, etc.  The goal was to fill their toolbox with so many approaches to quiet times that they would never be bored, or at a loss as to how to conduct themselves.
• Another way to assess the depth of your child's devotional life is to ask him to keep an "open journal"--one that you are allowed to read. (I don't suggest you grade this in any way.)  For students just starting in journaling, I suggest a paragraph a day with some standard "starter" phrases, like:
  • Today, I read... and God showed me...
  • Today, I prayed that....
  • Today, as I prayed, I realized that...

Handwriting: 

        Hopefully, while in the Grammar stage your child mastered this fundamental skill.  Tapestry recommends that your goals for this skill be steady progress towards true mastery of cursive handwriting by the end of the Grammar stage, but if your child hasn't mastered cursive handwriting by now, don't cave in to fears that he's "past the age" or pressure from your student "Oh, mom, handwriting exercises are for little kids!"  As you probably know, cursive handwriting was developed as the fastest, most efficient form of handwriting.  The good news for students at this age is that they can learn a fast, legible cursive hand far more quickly than Grammar stage children, given the same amount of effort.  (The challenge is that they really need to un-learn BAD habits, and commit themselves to mastery of this important skill.) Though we live in the computer age, and Tapestry recommends that your child learn touch typing and use the computer as often as he can, most children will need to write a quick and legible hand.  This skill may be especially crucial during essay tests in High School and College, and subsequently, on their jobs.

Possible Evaluation strategies (there are more!):

• Start by praying about, and discussing, concrete and specific goals with your husband.  Decide what a reasonable expectation for handwriting progress will be this year, and how you will assess his progress.  
• Share the goals and assessment strategies you arrive at with your student as the school year begins.
• Assessment can take the form of handwriting tests: the student submits a sample at regular intervals.  These are filed, or inserted in a portfolio, and evaluated according to models provided in your handwriting curriculum.  You must decide before beginning the year what criteria you will use to “grade” his work, and record that on paper. 

Example: Christy will write her Scripture memory verse in cursive each day.  Mom will, daily, check her work.  Those letters that are incorrectly formed will be practiced with Mom’s direct supervision until properly learned.  After letters are learned, Mom will daily circle letters that deviate significantly from model letters, either in form or slant.  Christy will have to write each such letter 5 times correctly before checking off her assignment for that day as “complete.”

• Another possible form of handwriting assessment is to have the child self-evaluate each day, with you reviewing her self-assessments only weekly. 

Example: After I explain how, Christy will evaluate her own work each day, circling letters or words in her work that do not seem to match the model letters in the curriculum.  She will ask for help from Mom if she’s unsure as to how to form the letter, or join a letter to other letters, correctly. She will then write all circled letters 5 times correctly before checking off her assignment for that day as “complete.”  Each Friday, Mom will look over her work to make sure she is correctly assessing her work.

• For older children who may need remedial handwriting work, I suggest “speed drills.”  Use one passage all week (three to four sentences— perhaps combine this task with Scripture memory, but caution: NEVER make Scripture memory a punishment or odious chore!).  Time Monday’s attempt at writing this passage quickly but legibly.  Correct/practice any troubling letters/combinations.  Tuesday: same passage, timed. Same on Wednesday through Friday.  See what the lowest time/most legible job the student can achieve.  Save Friday papers in a file for accountability (with times written on!)

(Return to top of this page)

Keyboarding skills: 

        We ARE in the computer age, and your child WILL need these skills.  Many 4-year-olds can zoom around the computer using a mouse.  Dialectic level students should be taught touch typing if they've not yet learned it.  Like handwriting, you will need to decide stages and ages, but the goal is rapid, accurate, touch typing without looking at the keyboard.  Most students can achieve mastery by the end of the Grammar stage, but again, your Dialectic level student may need extra practice this year.

Possible Evaluation Strategies (there are more!):

• Start with setting specific, concrete goals with your husband after prayer.  
• Purchase a curriculum and determine the rate of use.  
• Record your goals as for handwriting above, specifying rate of completion of the program and “grading” criteria before the child begins his year.  
• Be sure to share these goals and specific standards for grades with your child.
• Many typing programs include evaluation features: speed, accuracy, etc.  You can choose to rely on these.
• The child can self-evaluate daily, and you can check his evaluations and his progress weekly or monthly.
• When evaluating, be sure to show the child  his progress over time and encourage him for diligence and perseverance (perhaps by keeping a chart of his timed tests if the program does not include such automagically).

Mathematics: 

        Goals for the Dialectic stage differ with the teaching philosophy you adopt.  Most curricula reinforce Grammar level arithmetic skills while introducing students to higher math concepts.  You will need to prayerfully consider what math curriculum to adopt.  Many Dialectic stage learners are ready for High School math.  If you've adopted a math-teaching philosophy that relied heavily on the manipulatives in the Grammar years, you may want to shift to more traditional approaches as your child enters a new phase of learning.

Possible Evaluation Strategies (there are more!):

• Start by writing down concrete and specific goals for the year.  Decide the rate at which your student will progress through the curriculum you choose.  Decide whether to administer published tests or develop alternate assessment strategies. 
• At the start of the year, share your goals and standards with your child.
• We always purchased Teacher Books for the curricula we chose, and had our children self-correct their work daily.  We then required them to re-work any problems they got wrong and self-correct AGAIN, before showing their mistakes to Dad (our math teacher).  Dad then spent his precious time working only on the problems they truly could not understand on their own. With our Dialectic stage children, we always encountered two issues: space and sin!
  • The space one was odd.  Our children (all six) felt that they had to cram their math work into the smallest possible space.  When the younger ones used lined paper to record their answers (so that mom and dad could purchase non-consumable curricula and reuse them later for younger siblings), they allotted one line per answer.  We pleaded with them to change, and finally had to mandate that they go to unlined paper so they could "show all work."  They proceeded to draw and number little boxes into which they crammed their answers.  It was amazing to me, the bystander.  Finally, Dad mandated that, after they made their first pass at an assignment and corrected it and found wrong answers, they MUST recopy the problems they got wrong and rework each one on a single, separate sheet of paper.  One by one, we watched them get better scores after submitting to Dad and spreading out on the paper.
  • The sin-math relationship also seemed universal among our kids. No other academic subject has revealed more of it.  Our children (who are generally obedient and cheerful workers) balked at lengthening assignments as the Dialectic stage progressed.  They balked at "showing all work." We heard, "Why do I have to show it?  I know it!  See?  I got the right answer!"  They resisted methods for solving problems; they even resisted our very teaching methods: "Please, never mind the concept.  I just want to know the answer!"  Both of our older sons gave us opportunity to see that we were not holding up our end of the self-evaluation process.  But, God was kind.  He used our sin to glorify Himself.  Here is an excerpt from my (now-19-year-old and in college) son's testimony that I happened to have in my files:

      "When I was twelve or thirteen, the Gospel had a personal impact on my life. I was home schooled and was responsible for completing and checking my own math assignments every day. I’m not sure why, but math has revealed more sin in my life than almost anything else. Anyway, I had gotten into the habit of doing a half-baked job with my math and then not checking it over and fixing the mistakes. This pattern continued for several months. When my dad would ask if I had done my math, I would say yes. This was a lie. 

      One day, I went into work with my dad. For some reason, my dad wanted to look over my old math assignments. When he did, he saw that I hadn’t been doing my work completely. Then, he called me in to “talk” to me. I knew that I was caught. We counted through every single page that I had been sloppy with. On every one, he wrote LIE!! with a red marker. He gave me a choice for my punishment. Either I could get about twenty-five whippings (a whipping was ten swats and was the punishment for a lie) or I could confess my sin to the rest of the family. My pride was stinging fiercely, but my body didn’t want the pain. I chose to confess. 

      As we were driving home and I knew that that night I would have to tell everyone, my dad and I were talking about the Gospel. He said to me, “Mike, before this, you’ve known about the Gospel, but you’ve never really felt a personal need for it. Now, you’ve been confronted by the fact that YOU are a PURPOSEFUL, INTENTIONAL sinner. You need God’s forgiveness for your sins. You have lied to me and to God over twenty times. You are not a good person … but you are a forgiven person.” That was when I really got it. I wasn’t good. I was evil. I needed Christ. He chose to save me! Driving home in the car, tears of humiliation and yet gladness running down my face, I really understood what Jesus did for me."

• Curricula with traditional approaches to math in the Dialectic years lend themselves very well to traditional test formats and grade averaging, since the answers are always objectively right or wrong. (In higher math, grading should take into account partial answers.)  Parents are encouraged, during the Dialectic years, to continue to focus their teaching goals on building a solid understanding of math concepts.  Thus, you should remember to use tests and quizzes to help you spot patterns of misunderstanding, not just to develop a grade for the report card.

Science: 

        Goals for this discipline vary widely.  Many parents continue an "explore the world" approach in the Dialectic years.  Some feel their children are ready for High School subjects during this phase.  Again, as his teacher, it’s your decision, and you'll need prayer, discernment, and an idea of where your child is headed, educationally and vocationally, to make it wisely.

Possible Evaluation Strategies (there are more!):

• If you purchase a “planned” curriculum that publishes tests, then you will probably rely heavily on those tests for evaluation.  Be sure to begin the year with clear goals that specify the rate at which you plan to cover the curriculum, and the frequency of testing, and share this plan with your student.
• If you plan to allow your child to do experiments, then much of your assessment strategy can involve oral presentations, lab journals, or demonstrations (to dad and siblings) of what your student has learned.

(Return to top of this page)

History:

        I purposefully put history late in this list, because by now, you are getting an idea of the process you can use to develop assessment strategies, and your options for evaluating historical studies for Dialectic stage students are so varied that if I started with this area, you might grow quickly overwhelmed.  Assuming you're using Tapestry, your goals for historical studies (I'm including Church History, Cultural History (music and art), the History of Science and Geography here, since we integrate them in Tapestry) are probably to help your child to begin making connections between the foundational facts and concepts you laid in the Grammar years.  Thus, to the "giants" of history, the flow of main events of human history and the shape of the world and its nations, we now add depth of reading, new connections, and the formal study of argumentative skills.  Below is a chart that suggests content for goal-setting that is Year-Plan specific.  Your goals for Dialectic students might include:

Historical studies for the Dialectic years represent a "step up" from Grammar level studies in:

• Difficulty of reading level
• Depth of detailed facts learned and remembered
• Depth of analysis presented and required
• Number of connections made between facts and themes
• Ability to adopt a position and then develop and support that position using facts and examples.

Possible Evaluation Strategies (there are more!):

• As you know, my highest recommendation for the Dialectic stage, is to build a portfolio as your major evaluative tool.  This form of evaluation encourages the student to: 
  • "sum up," "overview," and "solidify" his course material
  • combine the honing of life skills with the academic, factual subject matter
  • display his work to others for added encouragement and enjoyment
  • learn more about his subject by continuing to review his past work as he displays and explains it to others.

  The portfolio will contain samples of written work, but I encourage you to buy lots of film and take pictures of his other work: projects, presentations, demonstrations, activities, service projects, missions opportunities, and field trips can all be represented (and evaluated) to arrive at a complete picture of his year.  If your child is like ours, he'll enjoy reviewing this portfolio (alone and with others) for years to come!

• Dialectic students can benefit from practice in taking objective tests and quizzes.  I continue to recommend these as a secondary, skill building activity.  As you know, such tests are limited in what they can offer in terms of evaluation.  Their value, at this stage, in my humble opinion, lies in learning how to take such tests, not in actually displaying their depth of comprehension of the material, since I, the author of these tests, cannot know what facts, dates and people you, in your home, focused on when going through the week's work.  I suggest you present these tests to the student in this light: we are helping you to learn HOW to study for and take such tests well, and your score reflects not so much your mastery of the material as your ability to successfully recall isolated facts you've learned.  Creating objective tests is time consuming, but if you feel your student needs practice in this skill, you should invest in creating such quizzes and tests for him.
• Throughout the Writing Component of Tapestry and in the Student Activity pages, projects are suggested that lend themselves well to display. Projects speeches, plays, and essay tests (upper levels of Dialectic stage; see Introductory Notes of the Writing Scope and Sequence and answer keys to individual published tests for guidance) can be good evaluation tools IF they are seen as such from the beginning.  To read more about designing projects as evaluation tools, click here. 
• Essay tests evaluate two things: what facts your child remembers, and his skill in selecting and arranging facts into cogent, persuasive arguments. To wisely use essay tests for evaluation, be sure to pre-read the tests and their answers so that you can be sure your student covers the material during the week's study.
• Dialectic students will be asked to make speeches or other oral presentations, support arguments, keep journals, and make displays.  All these can be used for evaluation and self-evaluation, if seen in that light and laid out as such before they are undertaken.

Literature: 

        In the Dialectic stage of the Tapestry program, our goal is to "straddle the fence" a bit.  As with Grammar stage students, we want to introduce children to good books and capture their attention.  All suggested titles are related to the historical period students are studying (in order to add rich context to children's studies), and, in this Dialectic phase, some are actually written in the period under consideration.  Our goals in choosing Dialectic literature assignments are:

• To engage students by making history interesting and enjoyable
• To provide deep contextualization of historical information
• Where possible, to introduce children to the joys of great and/or classical stories and characters.

Possible Evaluation Strategies (there are others!):

• Each week, the Tapestry of Grace curriculum plan gives you several "leading questions" for discussion of literature selections.  There is a pattern to these questions.  We want to, over time, develop certain habits in our children.  These include:
  • Finding the main ideas as they read the story
  • Noticing how story characters measure up to Biblical standards of morality and ethics
  • Evaluating the crafting of the story by noticing both good and bad features in the way it's written
  • Deciding the worth of a book on Biblical bases (which is the purpose for asking questions like "Is this a good book, and why?"

        Your discussion can constitute the whole of your evaluation plan for Literature in the Dialectic stage.  Through asking questions, and guided discussion, your child can show you whether he's developing the habits bulleted above.  

• Dialectic students often enjoy journaling their thoughts about books.  A graded journal is another possible way for your student to be evaluated.
• Dialectic level students will also benefit from being introduced to terms used in literary criticism.  These will mostly be introduced through writing assignments, which recommend the Write Source series. By understanding the terms and goals of literary criticism, you can evaluate your child's first attempts in this area in his journals, writing, or discussions.

Other possible academic goals/strategies for Dialectic Level students:

Latin: 

        The late Dialectic stage is the perfect time to study Latin.  Major reasons for studying it include:

• To solidify the student's understanding of English grammar through the study of an inflected language
• To increase and broaden the student's vocabulary, since many English words are derived from Latin
• To teach the basic process of learning any foreign language to the student, using a fairly simple language (Latin) to start
• To teach the student to think systematically and in matrixes as he practices the translation of Latin sentences

NOTE: studying other foreign languages will have some of the benefits listed above, but not all.  Please see Dorothy Sayers' article, Lost Tools of Learning, for more about the benefits of learning Latin.

Possible Evaluation Strategies (there are others!):

• In prayer, and with your husband's guidance, decide and prioritize your goals for the student's upcoming year, and project plans for High School and college.  Students who are college bound need to seriously consider the foreign language requirement most colleges require.  The later (7th-9th grades) Dialectic years are the perfect time perfect time to get this requirement out of the way.  If Latin is studied in these years, plenty of time remains in High School to study "living" languages. I recommend choosing a High School level Latin I course for students in the 7th to 9th grades.
• Share your goals and standards with your student as the year begins.
• If your curriculum provides printed tests, you can use them to determine a grade for transcript purposes.
• You can also assess your student by giving him quarterly assignments out of High School English grammar texts. Completing these light assignments should show him how much the study of Latin is helping his understanding of English Grammar.
• Another such assessment tool: consider purchasing a computer or paper SAT prep. book.  In versions, students can take practice tests and score them.  Using the verbal component tests, allow the student to try these practice tests quarterly and note his progress with him, to the glory of God.

Formal Logic:

        The Dialectic years are the perfect time to begin the study of formal logic for most students, although I have known younger students to delight in studying this discipline as well.  Again, see Dorothy Sayers' article, Lost Tools of Learning, for more about the benefits of studying formal logic.  All Tapestry of Grace Year-Plans' Teachers' Notes sections (from Unit 2 on for each Year-Plan) contain tips and topics for leading discussions that will help you hone the skills your student is learning.  (You will do a far better job if you take some time to study the basics of formal logic yourself, however!  Formal logic study is fun, and pretty easy for most adults who take the time to try!)

Possible Assessment Strategies (there are many more!):

• Formal debates are still a ways off, but you can assess the development of your child's study of Formal Logic by introducing statements, or arguments, during discussions that contain obvious fallacies.  In our house, we made a game of it: when someone picked up on a fallacy, they had to name it before receiving "full credit" for being "on the alert."  The best way to assess your child's study of this discipline may be to simply note how often he applies what he's learned in the curriculum to everyday life opportunities: discussions, disputes, newspaper articles and the like.
• If your Formal Logic curriculum includes published tests, by all means use them alongside the above suggested method as a means of holding your student accountable for the "vocabulary" or "grammar" of his studies.  Formal logic uses many precise terms that will be new (and useful) to your student if memorized properly and thoroughly.

(Return to top of this page)

Develop rubrics automagically from this site for most types of evaluations!

home  |  philosophy  |  overview  |  year one  |  year two  |  year three  |  year four
site map  |  ordering  |  contact us

copyright © 2002 Books 'N Kids, Inc. All rights reserved.