Embark on a transformative educational journey with Dr. Deanna Westedt, as she shares the blueprint of her groundbreaking "Learning for Littles" program, a beacon of hope for anxious parents wading through the challenges of teaching their young ones to read. Dr. Westedt, a veteran educator and homeschooling aficionado, infuses her own experiences as both teacher and parent into this science-backed reading curriculum. Tailored for children between three to eight years of age, the program promises to guide bewildered parents through the maze of developmental readiness, ensuring no child is left bewildered by letters or overwhelmed by words. This episode is an invitation to discover the essence of personalized education—where the rhythmic dance of flexible curriculums meets the unique tempo of each child's learning style.
As we unpack the strategies that have successfully chartered the course for Dr. Westedt's own children, you'll find reassurance in the adaptability of homeschooling paradigms. Whether you're flirting with classical or Montessori philosophies, or simply seeking to augment your child's reading prowess with informal phonemic awareness exercises, this episode offers a treasury of insights. For those children navigating the swirling waters of dyslexia or dysgraphia, Dr. Westedt extends an empathetic hand, with resources and reading lessons accessible for all. Listen to the anchor of patience in teaching, the significance of daily reading adventures, and the wealth of supportive tools available to ensure a child's educational voyage is as captivating as it is effective.
Embark on a transformative educational journey with Dr. Deanna Westedt, as she shares the blueprint of her groundbreaking "Learning for Littles" program, a beacon of hope for anxious parents wading through the challenges of teaching their young ones to read. Dr. Westedt, a veteran educator and homeschooling aficionado, infuses her own experiences as both teacher and parent into this science-backed reading curriculum. Tailored for children between three to eight years of age, the program promises to guide bewildered parents through the maze of developmental readiness, ensuring no child is left bewildered by letters or overwhelmed by words. This episode is an invitation to discover the essence of personalized education—where the rhythmic dance of flexible curriculums meets the unique tempo of each child's learning style.
As we unpack the strategies that have successfully chartered the course for Dr. Westedt's own children, you'll find reassurance in the adaptability of homeschooling paradigms. Whether you're flirting with classical or Montessori philosophies, or simply seeking to augment your child's reading prowess with informal phonemic awareness exercises, this episode offers a treasury of insights. For those children navigating the swirling waters of dyslexia or dysgraphia, Dr. Westedt extends an empathetic hand, with resources and reading lessons accessible for all. Listen to the anchor of patience in teaching, the significance of daily reading adventures, and the wealth of supportive tools available to ensure a child's educational voyage is as captivating as it is effective.
Welcome to the Homeschool How-To Find my Curriculum, a series where we talk all about curriculum. I've been interviewing homeschooling families for over a year now on my main podcast, the Homeschool How-To, but I really wanted to zero in on curriculum. There's so much out there. How do I know what would work best for me and my child? How do I know what works for one child would work for the other? I might like the curriculum I'm using now, but how do I know there's not a better one out there, Especially if I don't know all the curriculums? And what about supplemental curriculum? Should I be using that too? This series is to help you decide just that. I'm going to interview parents who are using all the curriculums so that you can decide the absolute best way to unfold your homeschooling journey. The absolute best way to unfold your homeschooling journey. Welcome. And with us today I have Dr Deanna Westad with me.
Speaker 1:
Deanna, thank you so much for being here today.
Speaker 2:
I am so excited. Thank you for having me.
Speaker 1:
And you are a homeschool mom, correct, correct. But you've also created. You are a former educator and left your profession and created your own program, and I'm so excited to talk to you about that today, so I'm just going to throw it over to you and let you explain it to us.
Speaker 2:
All right, fantastic. Well, you know, we came into homeschooling originally when the boys were little, and so as I got back into this community of homeschooling, I noticed that there was a huge need for parents to understand the how and the why of reading, and really there was a lot. I could sense there was a lot of overwhelm, and I remember feeling that. Even with all that, I came to the table with having my experience. I remember feeling that a bit with my boys too. Just, you know, they're little blank slates and where do I begin with them? And so I have such a heart for parents. Even when I was in the classroom, that was really one of my biggest, you know, points of focus was really connecting with families. I feel families are the heart of their children's education, and so when I started to notice this, I thought I can help. I got so excited about this because everybody knows about letter sounds and everybody knows that that's super important, absolutely. But there's so much that we know now it's such an exciting time to understand the way that the brain learns, and so that's kind of how I got into this. It was like I love what I'm doing with my family, I miss what I did in the classroom and sharing that with children and families, and I thought, well, why not? You know, my boys are now high school age and so you know these are strategies that I used with my boys when they were small as well to turn them into readers. We started out when they were really young, homeschooling, and these are the same strategies I used with them when they were small, but also I've used them with children ages five to eight as well. So I designed this to really meet the needs of children ages three to eight for the complete spectrum of reading development and to provide families with the option to understand the developmental spectrum but also to help calm them a little bit with this, because it can feel so. I keep using the word overwhelming, but it's such a responsibility and in fact, I'll just tell you, before I even had kids and I was a teacher, I always said I don't want to teach first grade because that's the year they really have to learn to read and that's so, like you know. And lo and behold, I became a first grade teacher and, do you know, I fell in love with it and really discovered that actually this was something that was a knack for me. So that's just a little bit of my background.
Speaker 2:
The curriculum I say it's a curriculum, it's supplemental and it's called Dr Deanna's Learning for Littles. It does cover the scope and sequence of the beginning reading year. So that would be, you know, you could say technically kindergarten, but because I truly want to share with parents that reading happens on a developmental spectrum, this could be something that absolutely would meet the needs of a three-year-old who has reading readiness. But sometimes we don't see children ready to read until age eight and really truly ready to process text and that is actually research-based, the spectrum of normal referenced reading development age. So I make the videos with that in mind and it's grounded in the science of reading. I read the research so you don't have to, and I'm really not afraid to go against the grain if I feel like there's things being done within education that are not really in the best interest of children. So I'll read the research and give parents the background. I do have some parent videos as well where I share information for them. So you know, that's really where you know this.
Speaker 2:
This comes into play. There's three videos released a week and it follows, like I said, the order that's most recommended for letters to be introduced. Really, children only need about seven letters, not of the alphabet, but it's M-S-A-I-T-P. Did I miss any? I think I missed one. I said M, I think. Anyway, but there's seven letters and once they have those seven letters, they can really start to grow in their ability to blend and spell first words, grow in their ability to blend and spell first words. And so there's a lot of theory and pedagogical knowledge that goes into the development of the program. But it is really to provide parents with research, solid-based information and resources that they can use with their children. They can participate in the videos with their children. They can watch the videos and get ideas to use with their children. I release a calendar every month so they can see the lessons that have been made for that month and they can plan around them. And currently I am working on developing some blending mats that I will actually make available as a resource, a supplemental resource on teacher-paid teachers. So I want to grow this to be more of a comprehensive.
Speaker 2:
At this point I've focused on phonics, phonemic awareness and phonological awareness. So those are the three components that this covers, and I do provide parents information with how to grow their child in the comprehension aspect. And one thing I want to encourage parents. If there's one thing I could really tell parents, you cannot overestimate the importance, the impact of rhyme and wordplay with your child. And uh, right now in education there's talk about taking that out of the curriculum as early as kindergarten. Um, because we are having a lot of kids come to school without that. Uh, we have research studies upon research studies that show that not only does rhyme and wordplay help with reading development, but it has a long-term impact on their ability to comprehend text and read fluently, even into primary years. And it really concerns me that we're taking this out before a child has really had the full opportunity to develop as a reader, to even see if they're quote unquote behind Age five. They're starting to talk about taking this out of the curriculum and really, the research that they're basing that on.
Speaker 2:
I have read it and it really is geared towards children that struggle with rhyming and what it's saying is don't wait for rhyming to develop. If they're struggling, you can go ahead and teach the phonemic skills and teach blending, but instead they're just talking about cutting back on that and I my take on this and you know I have such a passion for this that I sometimes have to temper it because I I just want to say you know anybody that I see talk I'm like. But you know this, you know I have to like. Okay, just got to dial it back. But you know, we know that children that come in rhyming and with wordplay into their formal education the long-term impact of their ability to read fluently and comprehend text is longstanding. So I say it's a short-term gain for a long-term pain.
Speaker 2:
We're going to take away this rhyming so that they blend words faster, but we're missing the point of reading, because reading is not just blending words. Reading is processing text and we want to create literate children. We want to create children that can take text and be able to process it. You know, be active citizens, right? And so it makes me wonder, you know, because we can have a three-year-old learn very easily to blend, but if they haven't gotten some of those phonological skills such as word patterns and really it's just through wordplay, play is children's business, that's their business. I compare it to kittens playing, right, because in a way, kittens and their play gets them ready for skills that they use in life. They learn how to interact with each other. What's a little too much how to hunt, they get those skills Well. Play is also children's business. They're about the business of learning when they're playing, and wordplay is no different. It's getting them ready to recognize the word patterns. So in this curriculum you will see a lot of wordplay.
Speaker 2:
I focus on phonemic awareness, absolutely teaching children to blend words. I have a very simple system, in fact. You only need four items to be able to follow along completely with the lesson, and that is a whiteboard marker, a sock as an eraser, some cubes or Legos will do, and a Dollar Tree whiteboard and I use something called Elkonin boxes, which is just box, is just squares, and I used to draw them when I worked with children. The children learned how to draw them for themselves because I couldn't draw them 20 times over, and it really gives them a very concrete way to learn to spell and blend, to learn.
Speaker 2:
In fact, with English language we have the least orthographically transparent language. One of them and by that I mean our phonemes, our sounds and the way they connect to our written letters, the graphings, is so complex. It's not always a letter to sound correlation right. It's not always a letter to sound correlation right, because we have sometimes we have the IR, that says er, and we have the EA, that says E, and the EE, the E twins I call them the E twins and they're on the roller coaster and we have stories, you know, they go down the roller coaster. So those are all different graphemes in our English language, which makes it very complex for children to learn, and so using the boxes really helps that to become more concrete, just more accessible for kids.
Speaker 2:
I use a lot of movement. We count phonemes on our chin, just like. So we use our arm I don't know if my arm can get in the picture there, but we use our arm to listen to the sounds, because children need to feel their learning, they need to feel the sounds, and we shake out the syllables, all sorts of things that really get the children engaged. So that's, that's like a snapshot of what I do, but are there any specific questions? I could probably talk a long time.
Speaker 1:
I have lots of questions. Okay, so now you said this is a supplemental program, what sort of curriculums would you because I mean it might not go with everything. I'm sure there are ones better than the others. Myself Cause my is five um, I started the year using um, a haggerty phonics book which is used in the schools along with all about reading. No, I'm, it's all about reading pre the pre-reading, um. So we did those together.
Speaker 1:
I'm pretty sure you wanted to like gouge his eyes out with the Hagerty phonics, but I I didn't even know what phonics was, so it was recommended to me. I did it. I powered through a little bit of fighting in there, but we got it. We didn't get it done, but we did months and months and months of it and I think that really did help him, especially with breaking up words. But there was none of this fun stuff, like you said, touching your arm and wiggles and the Elkonin boxes. Elkonin boxes that was part of it too, but I didn't really like understand that part.
Speaker 1:
Okay, and then I switched to a different program, which is like learning it in a totally different way, and I don't know if, like, I'm really messing up my son by switching them halfway through. But I, because I'm curious about curriculums and I don't want to waste, I don't want it to be his whole learning how to read, experience this one way, because that's just the one I picked and you know I want to try different stuff. So now I'm doing but like what are some supplement? Like what would you supplement it to if you had to recommend that to someone?
Speaker 2:
Absolutely. And just I wanted to touch on a point that you made that I think there's never a problem in switching it up. Um, when you notice that something's not working for your kid and something can work for one thing and then you find, ah, it's not doing it for this, and so that is absolutely. That's the beauty of homeschool, is really right, that we can tailor it. So I just wanted to share that with you. And that's like I said, I have a passion for compassion for parents and really, because it's a monumental task that they take on, and I, like I said and I'll get back to your, I know you had a question, a specific question, but if I came to the table with everything that I brought, you know, experience-wise teaching children and still found the challenges that I you know, so I have a complete, that's yes, that's a huge thing for me, but anyway, so what would I recommend this for?
Speaker 2:
This curriculum really aligns with any classical Montessori as well. It really is very flexible. I think it covers by the time I'm done with the series in May, because right now this is the current series I'm in. I release three episodes a week. They go in order, and that's one thing I want to share with parents.
Speaker 2:
I think it's very hard to explain this in text often as I'm communicating you know, my resources with people on Facebook and Instagram and there's not really an opportunity as much to do this on Facebook not Facebook, I'm sorry YouTube, but the lessons really are in a specific sequence that grows upon the lesson before. But at the same time, if your child gets it faster or there's something that they need more help with and you want to use it supplementally to help with that specific skill, it would be a perfect thing to look and say I need some help with the double consonants. So Google or search up double consonants on my YouTube and it would come up. But yes, I think any Montessori even if you were doing unschooling and you wanted some fun strategies to include to do with the children that it would work with that. So it really can be very flexible, but it does cover the scope and sequence of an entire beginning reading curriculum.
Speaker 1:
Okay, all right, I probably misinterpreted earlier then. When you said this is a supplemental, I thought you meant like it had to be done in conjunction with another program, but this can be done as the reading curriculum.
Speaker 2:
Correct. I think that where I want to, because I haven't like I'm in the process right now of developing more resources and really providing more for families that they can access but because it's a three lesson a week and I really encourage families to at least do five to 10 minutes of phonemic awareness or activities like this every day. It doesn't have to be in a sit down lesson, it could be you're driving in the car and you have you have a fun song you like to sing and you just kind of.
Speaker 1:
Oh, we do that down by the bay, like, and then. So at the end my son jumps in with the rhyme Uh, he was. You know, have you ever seen a dragon pulling a wagon? So you know. And then I got to kind of like, prompt him, like okay, as I'm singing, think of a new animal now that you can rhyme with. So it's cute. It gets them thinking. And we just did this in the car today.
Speaker 2:
And that absolutely that counts. And so I guess my hesitation. I don't want parents to say, okay, this covers everything that we need to do and by doing every lesson we're going to get you know and also the comprehension aspect. And one thing I share with families, especially if you have a child that's struggling with dysgraphia or dyslexia. I really encourage families to. This is for all children but I encourage families to read always at least one to two grade levels ahead grade levels, but ahead higher than their child's independent reading level.
Speaker 2:
So when you read aloud to the child, picking texts that are slightly above their independent, what they would read independently, and in making sure to not over you want some of it just to be for pure enjoyment. You want reading to connect with that. You know happy spot, right. But at the same time, you know there's certain tasks that we know good readers can do, such as and this is something I'm going to actually do some videos for parents on. I just haven't got there yet, but it's these skills that we know natural readers do. They connect to the text, they use their prior experience to connect to the text, they're able to make inferences and things like that. So if we have a child that is, you know whether they're struggling with some you know learning disabilities, or maybe they're a child that's on the you know, longer end of the developmental spectrum for learning to read. We still can be doing these higher level thinking tasks with them verbally, because what I've discovered and this was actually my doctoral dissertation was on twice exceptional children, which are children that are gifted with learning disabilities so often children with dyslexia and dysgraphia. They are ready to process and discuss text at a higher level than they're able to read and there's no reason to hold them back from that. So I really want to encourage parents.
Speaker 2:
Personally in our household, I am a mom of one of my boys is diagnosed with dysgraphia. I am a mom of one of my boys is diagnosed with dysgraphia, and so one way we did that worked on that was he dictated to me or we shared typed or shared pen and took turns writing. But by the time he was ready to take on that skill and he really he's actually tested out of all of his dysgraphic. He really he's actually tested out of all of his dysgraphic. He no longer qualifies as dysgraphic or tests as dysgraphic, but by the time he was ready to work more independently. All of this author's craft and how to format a paragraph have been worked through, as we share types.
Speaker 2:
So I want to encourage parents with readers as well that they foster these skills in their children even before children are reading independently, and especially, especially if they're struggling with reading, because I think there's a lot of joy and power empowerment in being able to discuss literature and text just in a fun way, you know. And and power empowerment and being able to discuss literature and text just in a fun way, you know, gosh, you know I noticed this character is, you know, said this and I know it like. When I talk like that, I feel, you know, I'm feeling really like kind of down about something. I wonder what you know has got them so down. You're making inferences and you're connecting to the text and modeling for our kids and allowing them to do that, um. So that's, that's just a little plug I want to give to parents.
Speaker 2:
I don't cover comprehension right now, um, in this series. That's another thing. That's why I do say it's supplemental or that it covers the three uh phonics, phonemic awareness and phonological awareness. So that's another reason because I want it to be very, I don't want parents to be, you know, misguided and thinking that it's covering all of the reading task.
Speaker 1:
Okay, Okay, but it's definitely a good, a good way to start and then kind of see what they need and bring it in and even, like, I mean, I'm an affiliate for them, but only because I reached out to them and wanted to partner with them. The Tuttle Twins I read those books with my son every night and it is an age five through 11 series. We've been reading these to him for the last years when he was four. But yeah, they'll have discussion questions in the back of the book and that's more like an overview of the things going on, like you said, as we're turning the pages, asking those questions, and that's something I think.
Speaker 1:
Yeah, myself growing up was lacking from, you know, not getting read to by my parents or, you know, the schools, or just 30 kids to a classroom. So even if a teacher was doing what they needed to do, it was kind of lost on the class. But how important is that? Because I was just talking to a group of adults the other day saying, oh, I can read, but I can't comprehend anything that I read. And you know cause you just go through um, and we haven't trained our minds to think that. And what a great way to train the young mind to think about what you're reading, asking questions about what's going on, why someone feels that way in the book that makes so much sense. So how long would it take for someone to go through your whole program, from beginning to end, if they are doing it on a regular basis?
Speaker 2:
So there are three lessons a week. They range anywhere from like five to less than always less than 20 minutes. I did that because I wanted this to be something that was in line with what is the recommended developmentally, what's recommended for kids small lessons. We know kids don't have necessarily the long-term attention span, so it really needs to be. This isn't something that you know it's not going to be for them, just that they're going to want to sit and stare at the screen for a long, long time. This is something to engage them in. Short, little bursts. If you wanted to break the episode and down into smaller parts, that would be fine, but there are three episodes a week. I introduced them starting at the beginning of September. I started my Meet the Letters series and in October we started the Learn to Read series, and that will end in May. So through that period of time there's been three lessons a week, with the exception of certain weeks I did more like review lessons, where I gave snippets of previous lessons and ones that I thought were most dynamic and most powerful for review. So it's not an exact number, but you know, technically, if you wanted to do one lesson a day, you could get through it in a much shorter time.
Speaker 2:
Um, but I always say learning to read is it's not necessarily a race, right? Um, yeah, and I think that I. I hear a lot of that. You know, it's like your kid can be reading in a month. Well, they can, and that could be perfectly what they need If your child is so excited and they just want to go and they're doing it. You listen to the cues of your child, but don't be afraid to also spread it out. Just because so-and-so down the street is reading at age three doesn't mean that my child is going to read at age three and it doesn't mean they're behind. Again, I always share with parents. The developmental spectrum goes all the way, the average to age eight. Well, the average age of reading readiness is six or seven.
Speaker 2:
And yeah, and that's the average age of reading readiness, and by reading readiness I mean when they're ready to start blending those words. So you know, that's just again my passion for compassion for parents. Um, because they're taking on um a task and I know they want the best for their kids and they're looking. I, I, I see it. You know, I I've had to look for resources in areas that aren't my strength to be able to do the best for my kids, and so I understand when parents are looking for those supports and those resources, and that's what this is really about. The lessons on YouTube are completely free.
Speaker 2:
I really wanted and they're secular, I am a faith-based person but I really want to make this accessible for all families, any family that feels called to do, and even if it's a family that just wants to give extra support to their child at home and they go to a classroom, because there's so many different, you know, just different situations. So I really wanted to make this accessible for all families and I wanted to also make this, you know, not something that only families with certain beliefs felt that they could, but there's, but it's a very. We focus on the letters, the sounds, and I'm very like I have years and years of experience of making sure everything is very child-friendly and thinking of it from every angle to make sure you know that it's going to be exactly what works for the child. You know, I think I redid.
Speaker 2:
I redid a lesson one time, I think, because I said I said, oh, we're going to put, we sort the the, we sort the magic miniatures and we sing and sort them into the buckets, and I think I called it the, it was P words and I called it the P bucket. And I went, I raised two, I'm raising two boys. So I thought, oh gosh, I don't. I think that this might cause problems for some parents because the little, the little boys, and you know, and girls, they're going to be like, they're going to think it's so funny the pee bucket. So I mean, I think of things from every angle. I've, you know, seen the gamut.
Speaker 1:
I know how kids think, you know so, so if I wanted to do this with my child, all I would need is the four items that you mentioned earlier the dry erase board, the marker, a sock and some four little box kind of Legos or something like that and I could just go to your YouTube and do three videos a week and that's it. Oh wow.
Speaker 2:
I said, it covers the entire scope and sequence of the beginning reading year, whether you're doing it at age three or age eight. It covers the skills in the most recommendable order. We start with letter M and by the time you get the first seven letters, like I said, they're ready to take off with blending. I scaffold it. We start with sorting, so, like I said, the singing sort words that start with that letter, words that don't.
Speaker 2:
Sometimes we do a beginning and ending sound sort, so there's different variations. Then we go to representing the sound on the board, if we hear it at the beginning or we hear it at the end, and then we move on to spelling first words and then we move on to using first words in sentences. So that's. And then you know, like I said, I keep my ear to the ground, I read the research and I use, you know, my filter to, like I said, like the one thing I shared with you earlier, I absolutely am on board with what they're saying. I never think it's appropriate to hold back a child from learning to blend just because they're not rhyming yet. But that doesn't mean we should take that out.
Speaker 2:
So I always you know, I'm looking at it. You know I say we have to look at it, we have to ask these questions. When we look at research, who does it apply to there? And some people say, oh, you know, we don't want to talk about that, that's not why. But there was really a time where, as parents, we're doing our best and I think, some of the language and the outdoor, going outdoors to different places and experiencing different settings. There's a pocket of children that didn't get that at that age and they're now the ones that are coming to kindergarten first, second grade, and we're starting to see that. You know, and it's not the parent's fault, it's a historical setting that we find ourselves. So we have to always look at it from the broadest range of historical factors. Who does this apply to? And so that's the filter I bring to the research and then take that to the families and say this is how it's.
Speaker 1:
You know, this is what it means oh, that's beautiful, and so, and there's not even any like worksheheets or textbooks that people need to buy for this right.
Speaker 2:
Currently there's not. I have started on producing some resources, but the one resource that I'm working on right now is blending mats that would use, for instance, like bunny crackers. Instance like bunny crackers. Yeah, our mascot here, I don't know if you can see is the bunny with the tam, and that's because that's our, our, our bunny. We have a bunny named Bella, and so on the worksheet it says help Bella, eat the carrots, help Bella the bun eat the carrots, and so you take the little bunny crackers and go to each carrot with the sound. So those types of things are coming down the pipeline. Um, so I have plans to do them with rocket ships and plans to do all different types of themes to make this very engaging for children. Um, but as far as a workbook or anything like that, no, um, and to do the lessons as they are on the YouTube, it's the four materials that I mentioned earlier.
Speaker 1:
Oh, that's awesome.
Speaker 1:
So it's like no harm, no foul, you can just try it and you haven't spent $100 on curriculum to have all this and then say, okay, this isn't working for us, there's really no harm, and using it as your main curriculums, a supplemental curriculum, that's so great.
Speaker 1:
Oh well, deanna, as we run up on the hour here, I'm really excited to talk to you on the main podcast to hear all about your going from teaching in the school system to leaving to homeschool your kids. I always love here and you wouldn't be the first teacher, but I do. The reasons are always a little bit different and I love hearing that on top of just what I'm going through leaving a career in general. Like you know, that's a big mind shift and day to day shift. So there's that on top of saying, hey, this isn't what I think is the best for my kids, and so you've got a lot of things that I'm excited to talk to you about. So please come back on and sit with us for an hour to tell us that journey, absolutely. And is there anything else that you wanted to touch on? Give us the name again of your curriculum.
Speaker 2:
Okay, so on YouTube it is Dr Deanna's Learning for Littles, and I'm on Instagram and Facebook. But also I want to say on Instagram and Facebook, I love questions. I have people message me questions and, like I said, passion for compassion for parents, and you know I will message you back, I'll answer you in the comments. I truly want to create a community, a learning community for parents and for children, and I come from a long line of education and it's just, it's really, really something that I feel very strongly about.
Speaker 1:
And what is your handle on Instagram?
Speaker 2:
My handle is Dr Deanna. Learning for Littles.
Speaker 1:
Okay, and that's D-E-A-N-N-A. All right, great. Well, I can link that also in the show's description, and thank you so much for joining us today.
Speaker 2:
You're welcome. Thank you for having me on.
Speaker 1:
I hope you enjoyed this episode. Thank you so much for listening. Please consider sharing this podcast or my main podcast, the Homeschool how To with friends, family, on Instagram or in your favorite homeschool group Facebook page. The more this podcast is shared, the longer we can keep it going and the more hope we have for the future. Thank you for your love of the next generation.