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Charts:
Program Selection Chart
Program Placement Chart
Scope and Sequence Chart
Placing Your Child in the Right Program
If you are not sure which of our programs best fits your child, use our Program Placement Chart shown below to help you decide. Simply circle the rectangle in each ROW that best describes your child. The COLUMN with the most circles is the most appropriate placement for your child. Each of the rows is placed in order of importance for correct placement, so consider the first row (AGE) to be more important than the second row (READING); the second row (READING) is more important than the third row (WRITING), and so forth.
Program Placement Chart
| PROGRAM |
Little Hands to Heaven |
Little Hearts for His Glory |
Beyond Little Hearts for His Glory |
Bigger Hearts for His Glory |
Preparing Hearts for His Glory |
Creation to Christ |
Resurrection to Reformation |
| AGE |
2 -5 years old |
5 – 7 years old |
6 – 8 years old |
7 – 9 years old with extensions for 4th-5th grade |
8-10 years old with extensions for 5th - 6th graders |
9-11 years old with extensions for 6th and 7th graders |
10-12 years old with extensions for 7th and 8th graders |
| READING |
Still learning letters and letter sounds |
Ready for phonics instruction |
Finishing phonics, an emerging reader, or reading independently |
Done with phonics, an emerging reader, or reading independently |
Reading independently - able to use Drawn into the Heart of Reading |
Reading independently - able to use Drawn into the Heart of Reading Level 4/5 |
Reading independently; has had some exposure to formal literature study; able to use Drawn into the Heart of Reading Level 4/5 or begin Level 6/7/8 |
| WRITING |
Building large and small motor skills to get ready to write |
Ready to learn formal manuscript printing, or able to begin writing words |
Knows how to form uppercase/lowercase letters; able to copy sentences; can study and copy spelling words |
Mastered formation of manuscript letters; able to copy passages; can compose original sentences; ready to begin simple dictation; ready to begin cursive writing |
Knows how to form upper and lower case cursive letters; ready to copy sentences in cursive; will continue more difficult dictation passages; begin creative writing and written narration lessons. |
Mastered formation of cursive letters; able to copy passages in cursive; ready for longer dictation passages; can write a short narration and do some creative writing. |
Able to easily copy passages in cursive; can reproduce longer dictation passages; writes a paragraph with ease; can write an 8-12 sentence narration on own; ready to begin basic outlining |
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GRAMMAR, MECHANICS AND USAGE |
Not ready for grammar study |
Use oral language skills to prepare for grammar study |
Ready for a gentle introduction to the basic parts of speech, mechanics and usage (1 time a week) |
Ready for further study of the basic parts of speech, mechanics and usage (daily); able to follow short guided writing lessons that coordinate with the grammar |
Has had an introduction to the basic parts of speech; mechanics, and usage; ready to begin basic diagramming; able to follow writing lessons to apply grammar. |
Recognizes basic parts of speech; working to use proper mechanics and usage within writing; has begun basic diagramming; able to follow writing lessons to apply grammar. |
Knows basic parts of speech; beginning to proofread for mistakes in grammar and usage in own writing; can easily do basic diagramming; able to apply grammar to writing lessons. |
| MATH |
Developing an awareness of math concepts using hands-on activities (1 time a week) |
Ready for formal introduction to math concepts with daily hands-on math practice |
Has had a formal introduction to basic math and is ready for new concepts with hands-on activities (3 times a week)
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Ready for a more challenging level of previous math skills with hands-on activities (2 – 3 times a week)
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Ready to move from hands-on math lessons to pictorial, text book examples instead; includes higher-level math application and reasoning.
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Can use pictorial textbook examples to learn new concepts; is able to use mental math, reasoning, and higher-level thinking to solve problems. |
Can interpret pictorial textbook examples to learn new concepts; is beginning to think abstractly; can use mental math, reasoning, and computation to solve higher-level problems. |
NOTE: For further help with MATH placement, click on the “introduction” of our programs to view each math level’s scope and sequence; or go to www.singaporemath.com and click “placement” for a free math placement test. Also, if your child is an advanced independent reader, consider using our READING program Drawn into the Heart of Reading (for ages 7 -15).
Further Consideration for Placing Your Child in the Right Program
If you have completed the first part of our Program Placement Chart and are still not sure which of our programs best fits your child, you can use the additional information shown below to help you decide. While you can still circle the rectangle in each ROW that best describes your child, remember that the rows are placed in order of importance for correct placement, so the first part of the chart that you’ve already completed should be considered much more important to your placement decision than anything circled on this page. As with the first page, each of the rows is placed in order of importance for correct placement, so consider the first row (BIBLE) to be more important tha the second row (HISTORY).
Program Placement Chart
| PROGRAM |
Little Hands to Heaven |
Little Hearts for His Glory |
Beyond Little Hearts for His Glory |
Bigger Hearts for His Glory |
Preparing Hearts for His Glory |
Creation to Christ |
Resurrection to Reformation |
| BIBLE |
Daily Bible stories; daily music selections based on the Bible; weekly devotional topic |
Christ-centered resources; daily memorization and singing of a different Bible verse each week; weekly devotional topic |
Christ-centered resources; daily memorization and singing of a different Bible verse each week; daily Bible study component; weekly devotional study; weekly Bible passage |
Christ-centered resources; daily memorization of Proverbs; daily hymn singing; daily Bible study component; weekly devotional topic; weekly Bible passage; weekly emphasis on a Godly character trait
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Ready for a more formal Bible study discussing the meaning and the mood of various Psalms, moving toward having a quiet time with Psalms and prayer, and memorizing entire passages from the Psalms through repetition, copywork, and music.
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Ready for daily quiet time with Bible passages coordinating with history study, memorization of Philippians 2 with music, and prayer based on Scripture; Also includes guided study of Genesis 1-11
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Able to follow directions for a daily quiet time focused on the study of Philippians; includes Scriptures, questions, memorization of Philippians 1 with music, and prayer; Also includes a guided study on becoming a Godly young man or woman
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| HISTORY |
Daily chronological readalouds focus on Bible stories; art, dramatic play, science, math, and devotions reinforce the Bible stories
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Daily read-alouds focus on chronological history from Bible times to present day using Christ-centered resources; art, science, thinking games, and dramatic play reinforce history stories |
Daily read-alouds focus on God’s hand in early American history (1500’s – 1800’s) using Christ-centered resources; geography, timeline, history activities, science, and art reinforce history stories
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Daily read-alouds by Christian authors focus on a biographical approach to American history (1500’s – 1970’s); history notebooking, geography, timeline, vocabulary study, art, and history activities reinforce history stories; weekly narration is practiced |
Daily read-alouds focus on a Christ-centered overview of world history; Includes vocabulary study, research questions, geography and timeline work, comprehension and application questions, history projects, oral and written narrations, and assigned independent history readings with notebooking assignments |
Ready for daily, independent readings focusing on the time period from Creation to Christ; Includes completing a history notebook, copywork, writing narrations, timeline entries, mapping, sketching, researching, making a prophecy chart, orally narrating, doing history projects, listening to audio presentations, and discussing geography |
Able to read the scheduled history resources for the time period Resurrection to Reformation; includes completing a history notebook, Who's Who? entries, written narrations, mapping, timeline entries, research, copywork, sketching, artist overview pages, orally narrating, doing history projects, listening to audio presentations, and art appreciation discussions |
Further Consideration for Placing Your Child in the Right Program
If you have completed the first and second parts of our Program Placement Chart and are still not sure which of our programs best fits your child, you can use the additional information shown below to help you decide. While you can still circle the rectangle in each ROW that best describes your child, remember that the rows are placed in order of importance for correct placement, so the first and second parts of the chart that you’ve already completed should be considered much more important to your placement decision than anything circled on this page. As with the first and second pages, each of the rows is placed in order of importance for correct placement, so consider the first row (SCIENCE) to be more important than the second row (STORYTIME), and so forth.
Program Placement Chart
| PROGRAM |
Little Hands to Heaven |
Little Hearts for His Glory |
Beyond Little Hearts for His Glory |
Bigger Hearts for His Glory |
Preparing Hearts for His Glory |
Creation to Christ |
Resurrection to Reformation |
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SCIENCE |
Explore general science concepts with hands-on activities (1 time a week) |
Perform basic science activities in the areas of life, physical, and earth science using Christ-centered resources (2 times a week)
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Perform science activities in the areas of life, physical, and earth science using Christ-centered resources (2 times a week) |
Daily readings from living science books; do experiments and record them in a science journal (2 times a week); narrate on science readings (2 times a week); create a science notebook page with a Christian focus (1 time a week) |
Ready for daily independent readings from living science books; Includes independent weekly notebooking assignments and experiment directions, oral narrations, and short written responses to science questions |
Ready for daily independent science readings and assignments including notebooking entries, experiments with lab sheets, vocabulary words, written comprehension and Biblical application questions, and oral narrations |
Can read scheduled science readings and follow written directions for assignments including notebook entries, basic outlining, written narrations from guided questions, experiments with lab sheets including vocabulary words |
| STORYTIME |
Daily Bible stories |
Daily read-alouds are classic short stories that foster listening skills and beginning narration skills |
Daily read-alouds from 9 different genres emphasize literature study, Godly character traits, and lessons on narration skills |
Daily read-alouds from 9 different genres emphasize literature study, Godly character traits, and lessons on narration skills |
Daily read-alouds correspond with the history time periods being studied and utilize Biblical application, oral narration skills, comparison to historical time periods, and personal connections. |
A choice of 3 options for read-alouds (History Interest, Boy Interest, or Girl Interest) is paired with Biblical connections and detailed, summary, and creative narrations |
Daily read-alouds correspond with the history time period being studied and emphasize reading/listening for a variety of skills such as new vocabulary, vivid descriptions, plot twists, strong moods, life lessons, great lines, and oral narrations |
| POETRY AND RHYMES |
Original fingerplays and rhymes teach the letter sounds |
Original rhymes correspond with the history stories and emphasize gross motor skills |
Classic poetry from famous poets reinforces the history stories |
Classic poetry from famous poets reinforces the history stories; lessons on poetry devices, poem study, and vocabulary are included |
Students will enjoy the poetry of Robert Louis Stevenson through choral reading, vocabulary, discussion, personal connections, and recitation of his classic poems |
Enjoy the poetry of Robert Frost through reading, copying, painting, sharing, reflecting upon, and reciting his classic poems. |
Enjoy the poetry of Emily Dickinson through reading, responding, reflecting, memorizing and reciting, copying, and sharing her classic poetry |
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