See what a real teaching day feels like.
These are representative Day 1 lessons from the built-in Preschool through Grade 6 courses. Grades 7–12 use planning and records with the family's own materials; they are not built-in daily courses. The parent teaches; CCH supplies the next lesson, preparation, questions, and a useful mastery check.
Preschool / Pre-K · Week 1, Day 1
Open Genesis 1:26–31. Read a short portion and ask the child to tell one truthful detail about what happened.
Mastery: attentive listening and one remembered detail with age-appropriate help.
Read the original little story about Mara matching socks and helping make the room ready. Talk about name, home, family; sing a familiar family hymn or song.
Match and sort real pairs such as socks or spoons. Ask: “What do you notice? Are these the same or different?”
Notice rooms, doors, windows, and safe places; practice carrying clothes to a basket.
Kindergarten · a normal teaching day (Week 1, Day 1)
Gather: a family Bible open to Genesis 1:1–13. Teach: read the passage in short portions, name what God made on Days 1–3, and let the child retell the order with help.
Mastery: the child retells the main movement of Days 1–3 and identifies at least one detail directly from the passage.
Say: listen for /m/ in spoken words before showing the letter. Do: stretch the sound, sort spoken examples, then connect the sound to M and m without asking the child to read untaught letters.
Mastery: the child hears and produces /m/ and identifies M m with age-appropriate prompting recorded honestly.
Model the strokes slowly, have the child trace in the air or on a large surface, then write only a few careful forms. Stop before fatigue replaces attention.
Sort real household objects by one visible rule, explain the rule, then try a different valid rule. The point is mathematical classification and language—not a worksheet count.
Mastery: the child sorts a small set consistently and tells what makes the objects belong together.
Observe a safe object carefully. Record what was actually seen, heard, smelled, or felt, and keep observation separate from a guess about why it is that way.
Mastery: the child gives at least two observations and can distinguish one observation from one guess with help.
Every built-in lesson continues in the same parent-led pattern: Gather → Say → Do → Check → What mastery looks like. Completion records that the lesson was taught; an optional quick evidence choice records Independent, With prompting, or Not yet.
Grade 1 · Week 1, Day 1
Read Genesis 1:1–2:3 with the Bible open. Pause after major events, narrate who acted and what happened, and verify one detail from the text.
Work with ship, hand, nest, jump, flag, milk; model the target spelling, read accurately, then use connected reading.
Use “The child reads with care.” Identify the complete thought, then make another real sentence that uses the same idea.
Build or draw 7 and 5, then solve a story using 20 and 4. The child shows the relationship before writing and explains what the quantities mean.
State an observable question, predict, observe, and keep the evidence separate from explanation.
Grade 2 · Week 1, Day 1
Read Joshua 1:1–9, narrate the people, place, command, and promise, point to one detail in the passage, and close with a brief passage-shaped prayer.
Teach garden and daylight, then read the supplied mini-passage that also uses careful, rabbit, storm, and outside. Record independent, prompted, or not yet.
Use “The careful reader checked the passage.” to identify sentence purpose and its final mark, then make one careful example.
Build and write 72, then tell how many tens and ones. Show the quantity before relying on a written method.
Read the supplied map note, map a familiar route with a start, direction, landmarks, and key, then name what the map leaves out.
Release status: the complete course is built; feedback from families using the course day to day is still limited.
Grade 3 · Week 1, Day 1
Read Joshua 1:1–9, summarize the movement, support an answer from the text, and distinguish the passage from inference and application.
Read the supplied passage accurately, summarize it concisely, support one answer, and record whether the work was independent or prompted.
Write a clear paragraph, identify sentence cores, and label any supplied spelling or parent help.
Represent place value, solve addition or subtraction, explain the model and unit, and use the result to choose review rather than assign a label.
Use the supplied note or safe investigation, record evidence before explanation, and state a conclusion no stronger than the evidence.
Family testing status: the authored Grade 3 lesson map is complete, but feedback from families using the course day to day is still limited. Week 1 starting checks help the parent choose what to teach next, not a report card, and a missed day does not make the child behind.
Grade 4 · Week 1, Day 1 · Preview
Week 1 begins with Joshua 1 and place-value instruction with an initial teaching check. Each day adds an original reading passage, writing instruction, exact-value math practice, and alternating world history or science. Fridays include Latin retrieval.
Family testing status: pacing and clarity have not yet been established; feedback is welcome before the course is treated as proven.
Grade 5 · Week 1, Day 1 · Preview
Read the bounded passage, name an action or truth that is actually present, and point to the words that support the answer.
Read the supplied original passage about movable type, state its main idea, and support an inference with one sentence from the passage.
Study one sentence from the passage, write two connected sentences, and revise one for accuracy or clarity.
Represent a place-value problem with numbers, words, or a model; solve three examples and check one another way.
Read the supplied note, place a dated detail on a timeline, and distinguish what the source supports from what remains unknown.
Family testing status: all 36 weeks and 936 lesson records are authored and structurally checked. Real-family evidence for pacing, clarity, and learning outcomes is not yet established.
Grade 6 · Week 1, Day 1 · Logic Stage preview
Read from the family Bible, identify the writer’s purpose, and support a conclusion by pointing to its verse. Distinguish the text from an inference.
Read the supplied 149-word passage on the 1863 Emancipation Proclamation. Narrate its claim and distinguish a proclamation’s stated reach from events that followed. Three passage words support spelling and vocabulary.
Mark the subject and predicate in an actual model sentence. Plan and draft a claim with two verifiable facts, then qualify an overstatement.
Find the GCF of 16 and 24, the LCM of 3 and 4, simplify 6:9, complete 3:5 = 9:__, and simplify the ratio of eight maps to six atlases.
Read the supplied 1863/1865 evidence card. Identify which acts changed law, how their reach differed, and which conclusions require evidence beyond the documents.
Family testing status: all 36 weeks and 936 lesson records are authored, but household pacing, teaching clarity, and outcomes are not yet established. No required purchase or outside-source lookup.